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LATIN 
IN  SECONDARY  SCHOOLS 


H.  A.  BROWN 


A  Study  of  Ability  in  Latin 
in  Secondary  Schools 


A  DESCRIPTION  OF  A  METHOD  OF  MEASURING 

ABILITY  IN  LATIN,  WITH  A  STATISTICAL 

STUDY   OF  THE  RESULTS  OF  A 

SURVEY  OF  INSTRUCTION   IN 

LATIN  IN  NEW  HAMPSHIRE 

SECONDARY  SCHOOLS 


By 
H.  A.  BROWN 

President  State  Normal  School 
Oshkosh,  Wisconsin 


PUBLISHED   AT 

STATE  NORMAL  SCHOOL 

OSHKOSH,    WISCONSIN 

19  19 


^ 


I 


Copyrighted,  1920, 

by 

H.  A.  Brown 


PA,  ^ 


PREFACE 

This  investigation  was  begun  when  the  writer  was  director  of 
the  Bureau  of  Educational  Research  connected  with  the  New 
Hampshire  Department  of  Public  Instruction.  A  preliminary  test 
was  given  in  1916.  Most  of  the  data  contained  in  the  present  study 
were  gathered  near  the  end  of  the  school  year  in  1917.  The  scoring 
of  the  papers  and  the  tabulation  of  the  data  were  done  during  the 
summer  of  that  year. 

The  study  was  made  possible  by  funds  with  which  to  maintain 
the  Bureau,  granted  by  the  General  Education  Board,  for  the  pur- 
pose of  carrying  on  scientific  studies  of  educational  practice.  It 
should  be  stated  that  the  General  Education  Board  merely  granted 
to  the  State  Superintendent  of  Public  Instruction  the  funds  for 
maintaining  the  Bureau  and  in  no  way  directed  what  investigations 
should  be  made.  The  Bureau  acted  entirely  on  its  own  initiative 
and  accepts  full  responsibility  for  its  findings. 

This  monograph  has  been  written  for  two  classes  of  readers. 
There  is  a  large  class  of  people  who  are  directly  and  very  vitally 
interested  in  Latin  as  it  is  taught  in  both  secondary  school  and  col- 
^  lege.  They  are  mostly  school  and  college  teachers  and  adminis- 
trators, who  desire  to  know  the  results  of  any  investigations  which 
throw  light  upon  defects  in  present  methods  of  teaching  Latin,  and 
they  are  also  interested  in  any  suggestions  in  the  direction  of  im- 
proved methods  of  instruction.  Their  interest  is  thus  chiefly  in  the 
practical  side  of  the  investigation.  There  is  also  a  large  class,  made 
up  of  scientific  investigators  in  education,  who  are  interested  not 
only  in  the  practical  results  of  the  investigation,  but  also  in  the 
methods  by  which  the  results  are  secured.  They  will  insist  upon  a 
full  presentation  of  the  data  from  which  the  conclusions  were 
derived.  For  this  reason  the  data  have  been  presented  in  as  great 
detail  as  the  limits  of  the  monograph  will  permit. 

This  study  was  undertaken  for  purely  administrative  purposes 
to  answer  certain  questions  with  reference  to  the  success  with  which 
Latin  was  being  taught  in  the  secondary  schools  of  the  State  as  a 
whole.  Therefore,  in  many  cases,  a  general  average  gives  a  suffi- 
cient answer.     Many  tables   and  graphs  which  might  have  been 

III 


LO 


IV  PREFACE 

printed  arc  omitted  for  this  reason.  It  is  believed  by  the  writer 
that  while  this  may  make  the  monograph  less  interesting  to  the 
scientific  investigator,  it  makes  it  more  readable  for  the  general 
school  administrator.  Enough  data  have  been  given  so  that  any- 
one who  desires  to  do  so  may  check  the  accuracy  of  the  work  in 
every  important  particular. 

I  desire  to  acknowledge  here  my  indebtedness  to  several  people 
who  have  assisted  me  in  this  study. 

To  Professor  Henry  C.  Morrison,  of  the  School  of  Education, 
University  of  Chicago,  formerly  Superintendent  of  Public  Instruc- 
tion for  New  Hampshire,  I  am  indebted  for  valuable  suggestions 
and  criticism  throughout  the  entire  time  during  which  the  investiga- 
tion has  been  in  progress.  The  study  was  made  under  his  general 
direction. 

I  am  under  especial  obligation  to  Miss  Margaret  G.  Kennedy, 
first  assistant  in  the  Bureau  of  Educational  Research,  for  patient 
and  untiring  eflforts  in  giving  the  tests,  for  suggestions  on  the 
general  plan  of  the  study  and  especially  for  advice  and  painstaking 
labor  in  connection  with  the  statistical  work  involved  in  evaluating 
the  tests  and  in  interpreting  the  results.  Her  assistance  during  the 
earlier  stages  of  this  study  was  invaluable. 

Mrs.  Mabel  A.  Riordan,  executive  secretary.  State  Normal 
School,  Oshkosh,  Wisconsin,  has  rendered  valuable  service  during 
the  later  stages  of  this  study,  especially  in  the  final  statement  of 
conclusions. 

Professor  Truman  L.  Kelley  of  Teachers  College,  Columbia 
University,  has  read  the  manuscript  and  oflfered  many  valuable 
suggestions.  Dr.  ?>.  R.  Buckingham  of  the  University  of  Illinois 
has  read  a  part  of  the  proof.  Dr.  W.  \V.  Theisen  and  Dr.  Carter 
Alexander  of  the  Wisconsin  State  Department  of  Public  Instruction 
have  also  read  the  proof. 

I  am  indebted  to  the  General  Education  Board  for  its  support 
of  this  investigation. 

State   Normal   School.  H-   ^-    BROWN. 

Oshkosh,  Wisconsin, 
July  1,  1019. 


TABLE  OF  CONTENTS 

CHAPTER  PAGE 

I.     Gp:neral  Purpose  and  Nature  of  the  Investiga- 
tion     ...         I 

II.     Stecieic  Purposes  of  the  Investigation  ....  3 

III.  The  Tests  and  Their  Application 6 

IV.  Development  of  the  Tests 13 

V.    The  Latin  Sentence  Tests 26 

VL     The  Connected  Latin  Test 39 

VII.     Latin  Grammar  Test 57 

VIII.     Latin  Vocabulary  Test 67 

IX.     Time  Devoted  to  Study  of  Latin 76 

X.     Method  in  Latin 78 

XL     Value  of  the  Study  of  Grammar 85 

XIL  Relation  Between  Ability  to  Apprehend  the 
Meaning  of  Latin  and  Knowledge  of  Con- 
struction      93 

XIII.  Ability  in  the  Fundamentals  of  Latin  in  Rela- 

tion to  Time  Devoted  to  Latin  Study  ....     98 

XIV.  Evaluation  of  Method  in  Latin  Instruction      .  104 
XV.     One   Obstacle   to    Success   in    Latin    and   the 

Remedy        117 

XVI.     Comparative  Standing  of  Pupils  in  College  .     .   123 

XVII.     Character  of  the  Pupils'  English 126 

XVIII.    The  Teaching  of  Latin 136 

f.  ■        Appendix  A 

Distribution  Tables  for  Latin  Sentence  Test  B     .   145 
Appendix  B 

Distribution  Tables  for  Latin  Sentence  Test  A     .   149 
Appendix  C 

Distribution  Tables  for  Connected  Latin  Test   .     .153 
Appendix  D 

Distribution  Tables  for  Latin  Grammar  Test    .     .  162 
Appendix  E 

Distribution  Tables  for  Latin  Vocabulary  Test      .  166 
Appendix  F 

Conversion  Table  for  P.  E.  Values 170 

VI 


LIST  OF  TABLES 

TABLE  PAGE 

1.  Distribution  Showing  the  Number  of  Sentences  Translated  Cor- 

rectly in  Each  Year — Latin  Sentence  Test  B 15 

2.  Number  of  Pupils  in  Each  Year  who  Translated  E^ch  Sentence 

Correctly — Latin  Sentence  Test  B 16 

3.  Per  Cent  of  Pupils  in  Each  Year  who  Translated  Each  Sentence 

Correctly — Latin  Sentence  Test  B 17 

4.  Difference  between   Fifty   Per   Cent   and  the   Per  Cent  in   Each 

Year  who  Translated  Each  Sentence  Correctly — Latin  Sentence 
Test   B 18 

5.  P.  E.  Equivalents  of  the  Difference  between  Fifty  Per  Cent  and 

the  Per  Cent  in   Each  Year  who  Translated  Each  Sentence 
Correctly — Latin  Sentence  Test  B 19 

6.  P.  E.  Intervals  Shown  between  Consecutive  Years  in  the  Case  of 

Each  Sentence — Latin  Sentence  Test  B 20 

7.  Distance  of  the  Median  of  Each  Year  above  Zero — Latin  Sentence 

Test    B 23 

8.  Location  above  Zero  of  Each  Sentence — Latin   Sentence  Test  B        24 

9.  Final  Scale  Values  of  Sentences — Latin  Sentence  Test  B      .      .        25 

10.  Average  Scores  by  Schools  for  Ability  to  Translate  Latin  Sen- 

tences— ^Latin  Sentence  Test  B — ^Year  I 26 

11.  Average  Scores  by  Schools  for  Ability  to  Translate  Latin  Sen- 

tences— Latin  Sentence  Test   B — Year  II 28 

12.  Average  Scores  by  Schools  for  Ability  to  Translate  Latin  Sen- 

tences— Latin  Sentence  Test  B — Year  III 28 

13.  Average  Scores  by  Schools  for  Ability  to  Translate  Latin  Sen- 

tences— Latin  Sentence  Test  B — ^Year  IV 29 

14.  Class  Averages  for  Record  of  Improvement  in  Terms  of  Scores 

Made  by  Pupils — Latin  Sentence  Test  B 29 

15.  Distribution   Table    for   Number   of    Sentences   Translated    Cor- 

rectly— Latin  Sentence  Test  A 30 

16.  Number  of  Pupils  in  Each  Year  who  Translated  Each  Sentence 

Correctly-^Latin  Sentence  Test  A 32 

17.  Per  Cent  of  Pupils  in  Each  Year  who  Translated  Each  Sentence 

Correctly— Latin  Sentence  Test  A 33 

VII 


VIII  LIST  OF  TABLES— Continued 

TABLE  PAGE 

i8.     P.  E.  Equivalents  of  the  Difference  between  Fifty  Per  Cent  and 
the  Per  Cent  in   Each  Year  who  Translated   Each   Sentence 

Correctly — Latin  Sentence  Test  A 34 

19.  Final  Scale  Values  of  Sentences — Latin  Sentence  Test  A       .      .  35 

20.  Average  Scores  by  Schools — Latin  Sentence  Test  A — Year  I        .  36 

21.  Average  Scores  by  Schools — Latin  Sentence  Test  A — Year  II       .  36 

22.  Average  Scores  by  Schools — Latin  Sentence  Test  A — Year  III     .  Z7 

23.  Average  scores  by  Schools — Latin  Sentence  Test  A — Year  IV      .  37 

24.  Record  of  Improvement  for  Latin  Sentence  Test  A — Class  Aver- 

ages in  Terms  of  Scores  Made  by  Pupils 38 

25.  Scale  Values  of  Points  of  Key  to  Connected  Latin  Test     ...  46 

26.  Distribution   Table   for  Amount  Attempted    for   Connected  Latin 

Test          50 

27.  Distribution  Table  for  Amount  Correct  for  Connected  Latin  Test  51 

28.  Distribution  Table  for  Comprehension  for  Connected  Latin  Test  52 

29.  Class  Averages  for  Connected  Latin  Test — Year  II      ...      .  53 

30.  Class  Averages  for  Connected  Latin  Test — Year  III     ...      .  54 

31.  Class  Averages  for  Connected  Latin  Test — Year  IV     ...      .  55 

32.  Class  Averages  for  Record  of  Improvement  in  Connected  Latin 

Test           56 

Z2,-     Distribution  Table   for   Number  of  Constructions  Correct — Latin 

Grammar   Test 60 

34.  Number  of  Pupils  in  Each  Year  who  Answered  Each  Construction 

Correctly — Latin  Grammar  Test 61 

35.  Per  Cent  of  Pupils  in  Each  Year  who  Answered  Each  Construc- 

tion Correctly — Latin  Grammar  Test 62 

36.  P.  E.  Equivalents  of  the  Difference  between  Fifty  Per  Cent  and 

the   Per  Cent  of  Pupils  in   Each  Year  who  Answered   Each 

Construction  Correctly — Latin  Grammar  Test 63 

Final  Scale  Values  of  Constructions — ^Latin  Grammar  Test      .      .  63 

Average  Scores  by  Schools — Latin  Grammar  Test — Year  I      .      .  64 

Average  Scores  by  Schools — Latin  Grammar  Test — Year  II    .      .  64 

Average  Scores  by  Schools — Latin  Grammar  Test — Year  III  .      .  65 

Average  Scores  by  Schools — Latin  Grammar  Test — Year  IV   .      .  65 


38. 

39 
40, 

41 
42 


Record  of  Improvement  in  Terms  of  the  Scores  Made  by  Pupils — 

Latin  Grammar  Test 66 


LIST  OF  TABLES— Continued  ix 

TABLE  PAGE 

43.  Distribution  Table  for  Number  of  Words  Correct — Latin  Vocabu- 

lary Test 67 

44.  Number  of  Pupils  in  Each  Year  who  Gave  the  Correct  Meaning 

of  Each  Word — Latin  Vocabulary  Test 69 

45.  Per  Cent  of  Pupils  in  Each  Year  who  Gave  the  Correct  Meaning 

of  Each  Word — Latin  Vocabulary  Test 70 

46.  P.  E.  Equivalents  of  the  Difference  between  Fifty  Per  Cent  and 

the  Per  Cent  of  Pupils  in  Each  Year  who  Gave  the  Correct 
Meaning  of  Each  Word — Latin  Vocabulary  Test     ....        72 

47.  Final  Scale  Values  of  Words — Latin  Vocabulary  Test        ...        y^ 

48.  Average   Scores  by   Schools  in   Terms  of   the   Scores   Made  by 

Pupils — 'Latin  Vocabulary  Test — ^Year  I 74 

49.  Average   Scores   by   Schools   in   Terms  of   the   Scores   Made   by 

Pupils — ^Latin  Vocabulary  Test — Year  II 74 

50.  Average   Scores   by   Schools   in  Terms   of  the   Scores   Made  by 

Pupils — Latin  Vocabulary  Test — Year  III 74 

51.  Average    Scores   by   SchooL«^    *i   Terms    of   the    Scores    Made   by 

Pupils — Latin  Vocabulary  Test — Year  IV 75 

52.  Record  of  Improvement  in  Terms  of   Scores   Made  by  Pupils — 

Latin  Vocabulary  Test 75 

53.  Time  Devoted  to  Study  of  Latin 77 

54.  Comparison  of  Efficiency  in  Knowledge  of  Construction — Year  I  86 

55.  Comparison  of  Efficiency  in  Knowledge  of  Construction — Year  II  87 

56.  Comparison  of  Efficiency  in  Knowledge  of  Construction — Year  III  88 

57.  Comparison  of  Efficiency  in  Knowledge  of  Construction — Year  IV  89 

58.  Comparison  of  Efficiency  in  Knowledge  of  Construction — Summary  90 

59.  Relation  between  Ability  to  Apprehend  the  Meaning  of  Latin  and 

Knowledge  of  Construction — Year  II 94 

60.  Relation  between  Ability  to  Apprehend  the  Meaning  of  Latin  and 

Knowledge  of  Construction — Year  III 95 

61.  Relation  between  Ability  to  Apprehend  the  Meaning  of  Latin  and 

Knowledge  of  Construction — Year  IV 96 

62.  Relation  between  Ability  to  Apprehend  the  Meaning  of  Latin  and 

Knowledge  of   Construction — Summary 97 

63.  Time   Allotments   and   Efficiency    for    Pupils   who    Have    Studied 

Latin  One  Year 99 

64.  Time    Allotments   and    Efficiency    for    Pupils   who    Have   Studied 

Latin  Two  Years 100 


X  LIST  OF  TABLES — Continued 

TABLE  PAGE 

65.  Time   Allotments   and   Efficiency   for   Pupils   who   Have   Studied 

Latin  Three  Years loi 

66.  Time   Allotments   and    Efficiency   for    Pupils   who   Have    Studied 

Latin  Four  Years 102 

67.  Time  Allotments  and  Efficiency — Summary 103 

68.  Comparison  of  Different  Methods  for  Ability  in  the  Fundamentals 

of  Latin— Year  I 105 

69.  Comparison  of  Different  Methods  for  Ability  in  the  Fundamentals 

of  Latin — Year  11 106 

70.  Comparison  of  Different  Methods  for  Ability  in  the  Fundamentals 

of  Latin— Year  HI 107 

71.  Comparison  of  Different  Methods  for  Ability  in  the  Fundamentals 

of  Latin— Year  IV 108 

72.  Comparison  of  Different  Methods  for  Ability  in  the  Fundamentals 

of  Latin — Summary 109 

"i-    Comparison   of   Different    Methods   in    Relation   to   Time   Allot- 
ments— ^Year  I no 

74.  Comparison   of    Different    Methods   in    Relation   to   Time    Allot- 

rri/ents — Year  H in 

75.  Comparison   of    Different   Methods   in    Relation    to   Time    Allot- 

ments— Year  HI 112 

76.  Comparison    of    Different    Methods    in    Relation   to    Time    Allot- 

ments— Year  IV 113 

77.  Comparison   of    Different    Methods   in    Relation   to    Time   Allot- 

ments— Summary  114 

78.  Present  Overlapping  of  Classes  and  Way  in  which  Pupils  Ought 

to  be   Classified   According   to   Ability,    Based   on   Connected 
Latin  Test 118 

79.  Present  Overlapping  of  Classes  and  Way  in  which  Pupils  Ought 

to  be  Classified  According  to  Ability,  Based  on  Latin  Sentence 

Test  A 120 

80.  Standing  of  Pupils  in  College 124 


CHAPTER  I 

GENERAL  PURPOSE  AND  NATURE  OF  THE 
INVESTIGATION 

One  of  the  very  important  needs  in  secondary  education  at  the 
present  time  is  that  current  practices  and  methods  should  be  evalu- 
ated in  a  scientific  manner.  Secondary  educational  practice  in  the 
past  has  been  to  a  degree  a  blind,  undefined  and  aimless  procedure, 
and  these  characteristics  still  remain  in  a  large  measure.  Even  at  the 
present  time  the  validity  of  the  purposes  which  control  and  guide 
instruction  and  the  choice  of  subject-matter,  in  some  respects,  is 
doubtful.  We  still  have  altogether  too  vague  notions  concerning  the 
real  reasons  why  we  teach  at  all  such  studies  as  algebra,  literature 
and  Latin  and  not  something  else  in  their  places.  If  it  were  neces- 
sary to  prove  definitely  just  what  specific  values  in  terms  of  a  valid 
social  economy  many  subjects  now  in  the  program  contribute, 
under  our  present  forms  of  teaching,  it  would  be  very  difficult  to 
justify  their  existence  or  to  defend  the  main  objectives  which  those 
who  teach  them  have  in  mind  as  the  chief  results  to  be  secured. 

Plans  for  reorganizing  the  work  of  the  secondary  school  on  a 
broad  scale,  both  as  to  content  and  method,  are  under  discussion.^ 
The  present  type  of  secondary  education  is  being  subjected  to  vigor- 
ous criticism  in  many  quarters  on  account  of  its  lack  of  definiteness 
of  aim,  the  alleged  superficiality  of  much  of  its  work  and  the  non- 
functioning relationship  to  life  of  many  things  which  pupils  are 
required  to  study.  It  is  on  account  of  this  marked  tendency  at  pres- 
ent to  examine  anew,  critically,  the  whole  process  of  instruction, 
aims,  organization  and  program-material  that  it  is  highly  desirable 
to  find  out  exactly  where  we  stand  with  regard  to  efficiency  in  the 

1  For  a  detailed  discussion  and  criticism  of  modern  secondary  education, 
see  the  following,  which  are  good  illustrations  of  the  modern  critical  attitude. 

Snedden,  David.  New  Problems  in  Secondary  Education,  School  Review, 
Vol.  XXIV,  No.  3,  pp.  177-187. 

Morrison,  H.  C.  Reconstructed  Mathematics  in  the  High  School,  Thir- 
teenth Yearbook  of  the  National  Society  for  the  Study  of  Education,  Part  I, 

pp.  9-31. 

Flexner,  Abraham.  A  Modern  School,  Publications  of  The  General  Edu- 
cation Board,  Occasional  Paper  No.  3. 


2  LATIN   IN   SECONDARY   SCHOOLS 

various  subjects.  In  a  word,  we  need  to  have  very  definite  knowl- 
edge of  just  the  degree  to  which  and  the  points  at  which  we  are 
succeeding  and  failing  according  to  our  present  plans  and  methods. 
Only  when  we  have  this  information  can  we  make  a  beginning  most 
intelligently  in  devising  new  methods  of  instruction,  discarding  old 
subjects  and  introducing  new  ones,  reorganizing  program-content 
and  establishing  new  aims.  It  is  especially  imperative  in  this  scien- 
tific age  that  we  should  not  proceed  blindly  to  throw  out  a  method 
of  instruction  which  has  been  in  use  for  a  long  time  merely  because 
we  think  it  is  not  producing  results  and  replace  it  by  another  which 
we  think  may  be  more  eflfective  in  this  direction. 

There  is  an  especially  great  need  at  the  present  time  of  this 
evaluating  process  in  all  of  the  older  school  subjects.  Do  we  know 
in  Latin  whether  the  present  results  are  such  that  there  is  a  need 
for  devising  new  methods  of  instruction?  Are  we  sure  as  to  just 
those  particulars  in  which  changes  in  method  are  desirable?  The 
answer  to  these  questions  is  that  we  have  practically  no  objective 
evidence  but  many  poorly  grounded  opinions  and  beliefs. 

Preliminary  Nature  of  the  Investigation 

The  investigation  described  in  this  monograph  was  entered  upon 
for  the  purpose  of  securing  some  light  upon  these  problems.  It  pre- 
tends to  be  only  a  preliminary  attempt  in  a  comparatively  new  field. 
The  method  used  is  crude  in  some  respects  from  a  scientific  and 
statistical  point  of  view  and  is  not  intended  to  be  in  any  sense  a 
final  and  best  way  of  measuring  ability  in  Latin.  The  results  are 
admitted  to  be  tentative  and  provisional.  The  necessity  of  getting 
some  reasonably  definite  information  concerning  actual  results  of 
teaching  in  this  field  is  so  great  that  it  seems  better  to  proceed  at 
once  with  somewhat  imperfect  methods,  than  to  delay  until  an 
entirely  satisfactory  technique  of  measurement  has  been  developed. 
It  is  believed  that  the  most  rapid  progress  can  be  made  in  working 
out  final  and  valid  methods  of  measurement  by  gaining  as  wide 
experience  as  possible  with  such  crude  plans  as  can  be  devised  at  the 
present  time  provided,  of  course,  that  they  give  reliable  results. 
It  is  felt  that  the  method  herein  described  is  accurate  enough  to  be 
very  serviceable  and  to  furnish  information  of  great  value. 


CHAPTER  II 

SPECIFIC  PURPOSES  OF  THE  INVESTIGATION 

The  general  purpose  of  this  investigation,  as  previously  stated, 
was  to  test  and  evaluate  present  aims,  methods  and  practices  in 
connection  with  the  teaching  of  Latin  in  secondary  schools.  In  addi- 
tion to  this  general  aim,  a  number  of  detailed  and  specific  problems 
presented  theinselves  for  solution.  Before  proceeding  to  a  descrip- 
tion of  the  test  and  a  discussion  of  the  results,  a  statement  of  these 
particular  problems  should  be  made.  Among  the  most  important 
the  following  may  be  mentioned. 

(i)  It  is  very  desirable  to  know  exactly  to  what  extent  the 
schools  are  nozv  succeeding  in  teaching  a  mastery  of  the  Latin  lan- 
guage. Do  pupils  acquire  a  competent  reading  knowledge  of  Latin 
at  the  end  of  four  years  of  instruction?  Is  there  any  objective  evi- 
dence that  high  school  boys  and  girls  acquire  a  genuine  appreciation 
of  the  literature  of  the  language  in  the  original  or  that  they  are 
capable  of  doing  so?  Do  they  master  the  common  aspects  of  Latin 
grammar?  Are  the  schools  securing  real  results  along  these  lines  or 
only  a  smattering? 

(2)  What  is  the  best  method  by  which  to  teach  Latin?  There 
are  in  the  State  a  good  many  different  kinds  of  procedure.  In  two 
schools  the  direct  method  was  in  use  for  several  years  in  the  first- 
year  work.  In  others  the  so-called  grammatical  method  is  the  basis 
of  instruction,  with  variations  in  emphasis  upon  different  aspects 
of  the  work  in  various  localities.  Several  schools  are  using  a 
method  to  be  described  later  which  has  been  called  the  transla- 
tion method.  How  do  the  results  by  these  different  methods  com- 
pare? If  some  are  in  a  marked  degree  superior  to  others,  that  fact 
needs  to  be  made  known.  What  are  the  chief  factors  in  method 
which  produce  efficiency?  Is  method  of  any  particular  importance 
or  does  ability  on  the  part  of  pupils  depend  upon  something  entirely 
different?    If  so,  upon  what? 

(3)  What  is  the  relation  of  knowledge  of  grammar  and  vocab- 
ulary to  ability  to  translate  Latin?  What  correlations  are  there 
between  these  abilities?    What  do  they  signify?  Are  the  pupils  who 


4  LATIN   IN   SECONDARY    SCHOOLS 

have  been  thoroughly  drilled  in  Latin  grammar  in  a  formal  way 
superior  in  speed  and  accuracy  in  getting  the  thought  of  Latin  ? 

(4)  The  method  by  n'hich  knozvlcdge  of  construction  may  be 
acquired  best  is  important.  In  some  schools  a  great  deal  of  time  is 
spent  on  formal  study  of  grammar,  discussion  of  facts  of  linguistic 
construction  and  syntactical  analysis  of  the  texts  studied.  In  other 
schools  very  little  of  this  is  done.  Do  the  classes  in  which  this 
large  amount  of  time  is  given  to  grammatical  study  show  any  greater 
superiority  in  knowledge  of  construction  than  those  in  which  much 
less  or  indeed  very  little  time  is  devoted  to  it? 

(5)  Ability  in  Latin  in  relation  to  the  time  devoted  to  the  sub- 
ject has  been  too  long  neglected.  Some  schools  require  nearly  twice 
as  much  time  to  be  spent  by  pupils  in  the  study  of  Latin  as  do 
others.  How  do  the  efficiencies  of  these  different  classes  compare? 
Is  there  any  waste  of  effort  here?  \\'hat  time  allotment  in  each 
year  is  sufficient  to  secure  satisfactory  results? 

(6)  Units  of  measurement,  standard  tests  and  norms  of  ability 
are  needed  in  Latin.  These  have  been  devised  in  considerable  num- 
bers for  certain  subjects  but  up  to  the  present  time  only  a  begin- 
ning has  been  made  in  Latin.  This  is  a  subject  in  which  it  ought 
not  to  be  difficult,  eventually,  to  develop  adequate  means  of  measure- 
ment which  may  be  applied  by  school  administrators  as  a  part  of 
modern  scientific  school  supervision.  In  view  of  this  fact,  the 
slow  progress  which  has  been  made  along  this  line  is  more  to  be 
deplored.  An  important  purpose  of  the  present  investigation  is  to 
secure  data  with  which  to  make  a  beginning  in  the  establishment  of 
norms  of  ability  in  Latin.  It  is  impossible  to  judge  our  present  effi- 
ciency in  Latin  except  in  terms  of  some  such  definite,  objective 
standards.  We  need  to  find  out  what  results  are  being  obtained 
and  what  should  be  attained.  We  shall  have  to  know  what  results 
are  possible  of  attainment  under  normal  conditions.  With  this 
knowledge  and  only  with  it,  can  we  decide  what  a  satisfactory 
product  is  in  any  school. 

(7)  Are  present  purposes  and  aims  in  the  teaching  of  Latin 
valid?  We  shall  first  need  to  find  out  what  aims  now  control  the 
teaching.  The  question  then  will  be.  Are  they  valid  aims?  If  not, 
what  should  be  the  main  objectives  of  four  or  five  years  of  time 


PURPOSES  OF  THE  INVESTIGATION  5 

spent  in  the  study  of  Latin  by  pupils,  the  teaching  effort  devoted  to 
the  subject  and  the  money  expended  by  the  community?  A  com- 
plete study  of  this  aspect  of  the  problem  will  not  be  undertaken. 
Certain  obvious  aspects  of  it  only  will  be  discussed. 

All  of  these  and  many  other  similar  matters  are  exceedingly 
important  questions  and  they  await  the  light  which  experimental 
investigation  can  throw  upon  them.  It  has  been  possible  up  to  the 
present  time  to  answer  them  only  in  terms  of  opinion  which  has 
small  scientific  value.  It  has  not  been  possible  in  this  study  to 
answer  all  of  these  questions. 

Limitations  of  Purpose  of  This  Study 

It  should  be  understood  distinctly  by  the  reader  of  this  monograph 
that  the  purpose  of  this  study  was  to  investigate  only  certain  aspects 
of  the  work  in  Latin.  It  should  be  borne  clearly  in  mind  that  it  was 
no  part  of  the  aim  to  determine  the  educational  value  of  Latin,  its 
place  in  the  curriculum  or  whether  it  should  be  in  the  course  of 
study  at  all,  the  best  time  to  begin  the  study  of  Latin  or  problems 
of  that  sort.  The  purpose  of  this  study  was  primarily  to  determine 
the  efficiency  of  the  work  in  Latin  in  the  secondary  schools  of  a 
single  State  under  present  methods  of  instruction. 


CHAPTER  III 

THE  TESTS  AND  THEIR  APPLICATION 
General  Plan  of  the  Tests 

In  connection  with  any  test  the  question  which  arises  at  the  out- 
set is,  What  abihties  need  to  be  measured  in  order  to  make  known 
the  complete  amount,  degree,  or  extent  of  ability  possessed  by  an 
individual  or  a  group  of  individuals?  We  have  our  problem  then 
in  the  form  of  the  question,  What  specific  abilities  in  Latin  must  be 
measured  in  order  to  furnish  adequate  information  about  a  pupil's 
total  ability?  A  second  question  of  considerable  importance  is,  To 
what  extent  are  these  abilities  measurable? 

In  reading  English  it  is  easy  to  see  that  important  things 
to  know,  which  are  easily  measurable,  are  the  amount  which  can 
be  read  in  a  given  unit  of  time  and  the  degree  of  comprehension 
of  the  reader.  Any  plan  which  will  give  reasonably  accurate 
information  along  these  two  lines  will  prove  of  great  practical  value 
in  establishing  norms  of  ability,  evaluating  methods  and  diagnosing 
class  and  individual  needs.  In  Latin  it  seems  evident  that  the  speed 
and  correctness  with  which  an  individual  is  able  to  get  thought  from 
a  passage  of  the  language  is  one  important  measure  of  his  ability. 
In  this  investigation  it  is  assumed  to  be  true  that  the  person  who 
can  get  the  largest  amount  of  thought,  and  get  it  most  correctly, 
from  a  given  selection  of  Latin  in  a  unit  of  time,  is  the  most  efficient 
regardless  of  excellencies  or  deficiencies  in  other  minor  particulars. 
Is  not  this  the  end  for  which  Latin  is  taught?  Other  aspects  of  Latin 
to  which  a  good  deal  of  time  is  given  in  teaching  are  construction 
and  vocabulary,  but  they  are  of  secondary  importance  as  aspects 
for  measurement.  They  are  sufficiently  important,  however,  to 
deserve  attention.  Probably  these  three  abilities  are  the  most  funda- 
mental. Several  difi^crent  tests  were  used  in  measuring  the  pupils' 
ability.    They  are  described  below. 

Connected  Latin  Test 

The  test  which  was  used  as  a  connected  Latin  test  in  this  inves- 
tigation consisted  of  a  rather  easy  passage  of  Latin.     It  presented 


THE  TESTS  AND  THEIR  APPLICATION  7 

no  particular  difficulties  of  vocabulary,  construction  or  thought, 
which  ought  to  be  at  all  troublesome  to  pupils  who  have  studied  the 
subject  two  years.  The  pupils  were  given  a  certain  specified  time 
in  which  to  get  and  write  as  much  of  the  thought  of  the  Latin  as 
possible.  They  were  scored  on  the  amount  which  they  could  write 
in  English  in  the  given  time. 

This  test  was  given  to  1,160  pupils,  of  whom  582  had  studied 
Latin  two  years,  317  three  years  and  261  four  years. 

What  the  Test  Measured 

The  test  was  designed  to  measure  the  pupils'  ability  to  react  to 
the  total  situation  presented  by  a  connected  passage  of  Latin.  It 
determined  their  ability  to  interpret  the  meaning  of  the  Latin  and 
express  it  in  writing.  It  was  thought  that  this  kind  of  a  test  might 
be  better  than  a  scale  in  the  form  of  a  series  of  isolated  sentences  of 
increasing  difficulty.  According  to  the  writer's  understanding  of 
the  term,  to  read  means  carrying  the  thread  of  a  story  or  argument 
to  a  climax  or  conclusion,  understanding  its  meaning  and  grasping 
the  significance  of  the  whole.  It  involves  interpreting  a  passage  of 
discourse  in  terms  of  its  thought  content.  In  the  absence  of  evi- 
dence there  was  the  possibility  that  the  ability  required  to  react  in 
this  way  to  a  connected  passage  might  be  something  quite  different 
from  that  required  to  give  the  thought  of  a  series  of  isolated  sen- 
tences which,  when  thus  detached  from  their  settings,  are  more  or 
less  meaningless.  In  any  case,  it  was  thought  desirable  to  try  both 
plans.  Therefore  it  was  decided  to  devise  also  a  Latin  test  consist- 
ing of  a  series  of  isolated  sentences  of  increasing  difficulty.  The 
latter  is  somewhat  easier  to  score  and  if  it  is  as  adequate  a  test  of 
ability  to  interpret  the  meaning  of  Latin  discourse,  that  fact  should 
be  known.  It  was  held  that  it  might  be  entirely  possible  that  the 
ability  to  read  as  defined  above  may  be  measured  indirectly  by  a 
Latin  sentence  test  in  an  entirely  satisfactory  manner  just  as  tem- 
perature is  measured  indirectly  by  the  height  of  a  column  of  mer- 
cury which  varies  as  the  temperature  varies.  This  was  one  of  the 
important  problems  connected  with  this  study.  No  preconceived 
notions  were  entertained  but  tests  were  devised  to  find  the  facts. 
The  results  are  discussed  later  in  this  bulletin. 


8  LATIN   IN  SECONDARY   SCHOOLS 

Latin   Sentence  Tests 

The  Latin  Sentence  Tests  consisted  of  a  series  of  Latin  sentences, 
the  first  of  which  was  very  easy  and  the  others  of  which  were 
increasingly  more  difficult.  The  first  few  sentences  were  so  easy 
that  it  was  expected  that  pupils  who  had  studied  Latin  a  few  weeks 
would  be  likely  to  succeed  with  them.  The  most  difficult  sentences 
were  thought  to  be  such  that  only  exceptional  pupils  who  had  had 
Latin  in  secondary  schools  at  least  four  years  could  deal  with  them 
successfully.  A  plan  was  adopted  for  evaluating  the  sentences  so 
as  to  have  them  range  by  about  equal  steps  of  difficulty  from  the 
easiest  to  the  most  difficult. 

It  was  found  when  the  test  was  first  given  in  the  schools  that  it 
did  not  fulfill  all  of  the  expectations.  It  was  discovered  at  once  that 
there  were  not  enough  easy  sentences.  The  test  as  originally 
arranged  consisted  of  twenty  sentences.  When  the  defect  noted 
above  was  discovered,  ten  easier  sentences  were  added.  The 
test  as  composed  of  the  twenty  sentences  originally  chosen  was 
called  Test  B  and  that  consisting  of  the  final  thirty  sentences  was 
called  Test  A.  Test  A  was  given  to  813  pupils  divided  as  follows: 
first  year,  371 ;  second  year,  233;  third  year,  104;  fourth  year,  105. 
Test  B  was  taken  by  2,160  pupils,  of  whom  942  were  in  the  first 
year,  598  in  the  second,  347  in  the  third  and  273  in  the  fourth. 
Both  tests  are  given  on  a  following  page.  The  tests  were 
so  printed  that  the  pupils  could  write  the  translation  of  each  sen- 
tence directly  under  it.  Time  enough  was  allowed  so  that  each 
pupil  could  do  all  that  he  was  able  to  translate  before  he  had 
to  cease  work.  The  time  allowed  on  Test  A  was  forty  minutes  and 
on  Test  B  thirty.  It  was  found  by  actual  experience  that  this  time 
was  suflficient  to  allow  a  pupil  to  do  all  that  he  was  able  to  translate. 

The  Latin  Grammar  Test 

A  Latin  Grammar  Test  was  given  to  1.974  pupils,  of  whom  715 
had  studied  Latin  one  year,  591  two  years,  364  three  years  and  304 
four  years.  This,  in  a  word,  measured  the  pupils'  ability  to  name 
and  describe  Latin  constructions.    The  test  appears  on  a  later  page. 

It  is  believed  that  to  be  able  to  name  and  describe  Latin  con- 
structions in  a  formal  sense  may  be  a  very  different  thing  from  abil- 


THE  TESTS  AND  THEIR  APPLICATION  g 

ity  to  react  correctly  to  constructions  in  translation.  It  happens 
many  times  that  a  pupil  can  translate  correctly  a  given  construction 
whenever  he  meets  it  in  its  functional  relationship  in  a  sentence  and 
yet  be  very  ignorant  with  respect  to  such  formal  knowledge  con- 
cerning it  as  would  be  necessary  in  naming  and  describing  it.  For 
that  reason  it  is  very  desirable  that  a  functional  grammar  test 
should  be  devised.  This  functional  grammar  test  should  measure 
the  success  of  the  pupils  in  reacting  to  certain  grammatical  con- 
structions in  the  material  which  they  have  to  translate.  It  is 
assimied  by  the  writer,  in  the  absence  of  evidence  to  the  contrary, 
that  this  formal  knowledge  of  grammar  may  bear  little  relation  to 
functional  knowledge.  Although  attempts  were  made,  a  satisfac- 
tory test  of  functional  knowledge  of  grammar  was  not  devised. 

The  Latin  Vocabulary  Test 

The  Latin  Vocabulary  Test  was  given  to  841  pupils,  of  whom 
509  had  had  one  year  of  Latin,  211  two  years,  117  three  years  and 
104  four  years. 

All  that  has  been  said  concerning  formal  and  functional  gram- 
mar tests  applies  with  equal  force  to  vocabulary.  It  is  believed  that 
there  may  be  a  great  difference  between  the  ability  to  give  one  cor- 
rect meaning  of  a  word,  when  a  list  of  the  words  is  given,  and  the 
ability  to  react  correctly  to  a  word  in  a  sentence,  i.  e.,  to  give  a 
meaning  which  is  proper  in  the  particular  context.  No  satisfactory 
test  for  functional  knowledge  of  vocabulary  was  constructed, 
although  several  attempts  were  made. 

Information  Secured  From  Schools 

Detailed  information,  as  called  for  on  the  form  below,  was  col- 
lected from  each  school : 

LATIN  REPORT 


Dear 

Certain  information  concerning  the  work  in  Latin  in. 


10 


LATIN   IN   SECONDARY   SCHOOLS 


is  asked  for  below.    It  will  be  a  service  to  this 

Bureau,  which  will  be  greatly  appreciated,  if  you  or  your  Latin  teacher  will 
furnish  the  information  and  return  this  folder  at  once.  A  stamped  envelope 
is  enclosed. 

Town  or  City Date  of  Test 

School Latin  Teacher 


Numerals  below  indicate  years  of 
Latin  study:  I,  first  year  pupils; 
II,  second  year  pupils,  and  so  on. 


II 


III 


IV 


1.  Total  number  of  minutes  per  week  of 
class  work  in  Latin,  on  the  part  of 
pupils,  in  each  class 

(Put  answers   under   right  numerals 
to  indicate  the  proper  year  in  school.) 

2.  Number  of  minutes  per  week  devoted 
to  study  of  Latin,  by  pupils  in  each 
class,  outside  of  class  period,  in  school 
or  out   

3.  Pages  of  translation  of  connected 
Latin  during  the  present  year  by  pu- 
pils in  each  class 

4.  Average  size  of  Latin  classes  in  each 
year   

(Divisions  taught  by  one  teacher.) 

5.  To  what  extent  is  sight  translation  a  part  of  your  method? 

(This  question  may  be  answered  by  stating  the  proportion  of  all  the 
translation  which  is  at  sight.) 

6.  Which  of  the  methods  named  below  corresponds  most  closely  to  that 

which  you  use?    (Answer  as  indicated  below.) 

I  use  method  A,  B,  C  (cross  out  two)  in  the  first  year. 

I  use  method  I,  II,  III   (cross  out  two)  in  the  years  above  the  first. 

METHOD  IN  FIRST  YEAR: 

A.  Direct  method.  No  systematic  study  of  grammar  during  the  year. 
Grammatical  principles  learned  incidentally  through  use  of  the  language  in 
conversation  or  in  translation  or  reading.  No  study  of  beginners'  book  con- 
taining grammar  lessons.  Translation,  reading  and  conversation  are  learned 
from  the  beginning  in  a  functional  way  by  practice  on  material  adapted  to  the 
stage  of  progress  of  the  pupils. 

B.  Translation  method.  No  systematic  study  of  grammar  from  a  book. 
Daily  translation  of  sentences  from  blackboard.    Grammatical  constructions 


THE  TESTS  AND  THEIR  APPLICATION  ii 

taught  concretely  in  sentences.  Grammar  learned  incidentally  through  exten- 
sive translation.  Easy  translation  from  books  begun  soon  after  the  beginning 
of  the  year  and  continued  throughout  the  year.  No  regular  and  systematic 
study  of  a  beginners'  book. 

C.  Grammatical  method.  Study  and  completion  during  the  year  of  a 
beginners'  book  which  contains  a  systematic  presentation  of  the  principles  of 
grammar  together  with  Latin  sentences  to  translate  and  English  sentences  to 
write  in  Latin.    This  book  is  the  basis  of  the  year's  work. 

METHOD  IN  YEARS  ABOVE  THE  FIRST : 

I.  No  systematic  study  of  grammar  except  as  principles  are  explained 
to  the  extent  needed  to  understand  the  meaning  of  the  language, — when  met 
in  translation, — or  learned  incidentally  by  reacting  to  them  frequently  in 
translation.  No  systematic  study  of  grammar  in  connection  with  prose  com- 
position, to  the  extent  of  assigning  lessons  to  be  studied  in  a  text  on  grammar. 

II.  Grammar  studied  in  connection  with  prose  composition  once  a  week 
or  the  equivalent.  Grammar  references  assigned  to  be  studied  and  recited  in 
connection  with  the  prose  lessons.  No  direct  attention  given  to  grammar 
except  in  connection  with  prose  composition. 

III.  Systematic  study  of  grammar  both  in  connection  with  prose  com- 
position and  the  Latin  texts  studied  in  class.  Regular  grammar  lessons 
assigned  for  study  and  recitation.  Constant  attention  to  principles  of  syntax 
in  the  texts  studied,  by  questions  on  the  constructions  met  and  otherwise. 

7.  Has  this  same  method  been  in  use  during  the  period  that  the  highest 

class  now  studying  Latin  has  been  in  school? If  not, 

describe  the  method  by  which  the  classes  tested  have  been  taught  in 
each  year.     Please  give  a  rather  complete  statement. 

8.  If  the  method  used  does  not  correspond  closely  to  any  of  the  above, 
give  on  the  space  below  a  detailed  description  of  your  method. 

9.  Is  there  any  study  of  grammar  after  the  first  year? 

If  so,  by  what  method  and  to  what  extent? 

(Please  make  a  rather  complete  statement  here.) 

10.  Do   you    mtake   use   of   perception-card    drill   on    words   or   groups   of 
words? If  so,  where  in  the  course  and  to  what  extent? 

11.  Do  you  require  the  writing  of  English  sentences  in  Latin  during  the 
first  year  ? To  what  extent  ? 

12.  To  what  extent,  and  how,  is  prose  composition  taught  above  the  first 
year? 

13.  Do  you  give  regular  tests  in  Latin ? If  so,  please 

descirbe   their  nature   and   state   the   extent  to  which   they  have  been 
given. 

14.  Describe  any  other  significant  aspects  of  your  method  which  are  not 
covered  by  the  above  questions. 

Namie  of  person  making  this  report : 

Address — ^Town  or  city  : 

'Street :    State :    


12  LATIN  IN  SECONDARY   SCHOOLS 

Each  pupil  was  asked  to  put  the  following  information  on  the 
back  of  each  test  paper : 

To  be  filled  out  by  pupils : 

Name Date 

City  or  town State 

School Class 

Age :  years months 

This  is  my year  of  Latin  study. 

Schools  in  which  I  have  studied  Latin  each  year: 

I 

II 

Ill 

IV 

Names  of  Latin  teachers  in  each  year: 

I 

II 

Ill 

IV 

Every  school  has  been  visited  one  or  more  times  by  the  writer  or 
by  some  other  member  of  the  State  Department  of  Public  Instruc- 
tion, and  the  methods  of  teaching  in  use  have  been  studied  critically 
and  other  information  has  been  secured  through  correspondence.^ 

1  Previous  to  taking  up  the  directorship  of  the  Bureau  of  Educational 
Research,  the  writer  served  as  Deputy  Superintendent  of  Public  Instruction 
for  the  State  of  New  Hampshire,  and  devoted  his  attention  chiefly  to  second- 
ary school  inspection,  in  which  a  survey  was  made  of  the  instructional  aspects 
of  the  work  of  these  schools  and  a  large  amount  of  significant  material  was 
accumulated  in  the  form  of  several  large  volumes  of  typewritten  reports. 
For  example  three  weeks  were  spent  studying  the  work  of  one  high  school, 
a  week  making  a  detailed  survey  of  another,  and  so  on.  The  work  in  Latin 
in  nearly  all  of  the  schools  involved  in  this  investigation,  therefore,  had 
already  been  studied  thoroughly  before  the  test  was  given.  Two  other  Deputy 
Superintendents,  for  four  years,  w-ere  engaged  in  the  same  sort  of  inspection 
and  reporting,  in  connection  with  the  work  of  the  secondary  schools,  and  the 
writer  had  free  access  to  their  reports  and  numerous  conferences  with  them. 
The  State  Superintendent  of  Public  Instruction  had  been  in  very  close 
touch  with  the  secondary  schools  for  more  than  a  decade  and  has  contributed 
invaluable  information  concerning  the  history  of  the  work  in  Latin  in  each 
school.  For  these  reasons,  the  Bureau  has  been  able  to  have  at  its  disposal 
unusually  complete  and  accurate  knowledge  concerning  the  instruction  in 
Latin  in  the  State. 


CHAPTER  IV 

DEVELOPMENT  OF  THE  TESTS 

In  the  following  discussion  only  a  very  brief  treatment  of  the 
theory  underlying  the  statistical  method  applied  in  the  derivation  of 
the  scale  values  of  these  tests  has  been  given.  Anyone  who  is  not 
particularly  interested  in  the  theory  of  the  matter  may  pass  over 
this  chapter. 

Theory  of  Scale  Derivation^ 

The  discussion  of  the  method  of  developing  the  tests  and  the 
theory  which  underlies  it  is  based  on  Latin  Sentence  Test  B  This 
was  given  to  the  greatest  number  of  pupils.  This  is  hardly  large 
enough  on  which  to  base  the  evaluation  of  a  scale,  but  on  the  other 
hand,  it  is  believed  that  the  final  scale  values  secured  are  very 
much  more  accurate  than  any  mere  arbitrary  approximations  which 
could  be  adopted. 

The  method  used  in  developing  and  evaluating  the  tests  is  the 
now  familiar  method  Gsed  by  Thorndike,  Buckingham,  Henmon, 
Trabue,  Woody,  and  others.  To  any  one  who  is  familiar  with  their 
methods  our  indebtedness  to  them  will  be  apparent  on  every  page 
of  this  chapter.   Since  the  theory  on  which  the  evaluation  of  the  tests 

1  For  a  complete  discussion  of  the  theory  referred  to  in  this  chapter  see 
the  following: 

Woody,  Clifford.  Measurements  of  Some  Achievements  in  Arithmetic. 
Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City. 

Trabue,  IM.  R.  Completion  Test  Language  Scales.  Bureau  of  Publications, 
Teachers  College,  Columbia  University. 

Buckingham,  B.  R.  Spelling  Ability :  Its  Measurement  and  Distribution. 
Bureau  of  Publications,  Teachers  College,  Columbia  University. 

Thorndike,  E.  L.  Introduction  to  the  Theory  of  Mental  and  Social  Meas- 
urements.   Bureau  of  Publications,  Teachers  College,  Columbia  University. 

Henmon,  V.  A.  C.  The  Measurement  of  Ability  in  Latin.  Journal  of 
Educational  Psychology,  Vol.  VIII,  pp.  51S-538  and  pp.  589-599- 

Van  Wagenen,  M.  J.  Historical  Information  and  Judgment  in  Pupils  in 
the  Elementary  School.  Bureau  of  Publications,  Teachers  College,  Columbia 
University. 


14  LATIN   IN   SECONDARY   SCHOOLS 

is  based  is  discussed  so  thoroughly  in  their  writings  and  elsewhere, 
only  so  much  of  it  wall  be  given  here  as  is  necessary  for  an  under- 
standing of  its  application  to  the  problem  of  developing  these  Latin 
tests  and  scales.  \\' ith  so  many  almost  identical  developments  of 
the  same  theory  in  print,  one  would  be  hardly  justified  in  giving  an 
extensive  description  of  the  method.  Therefore,  this  chapter  is  con- 
fessedly sketchy. 

The  method  which  has  been  used  in  evaluating  these  tests  is 
based  upon  three  assumptions.  The  first  of  these  is  that  that  is  diffi- 
cult upon  which  a  large  number  of  pupils  fail  and  easy  upon  which 
a  large  number  succeed.  It  is  assumed,  also,  that  ability  in  Latin  is 
distributed  according  to  the  normal  probability  curve.  The  third 
assumption  is  that  the  variability  in  Latin  ability  is  the  same  in  each 
of  the  four  high  school  years.  For  any  further  discussion  of  these 
three  assumptions  the  reader  is  referred  to  the  studies  mentioned  in 
the  footnote  on  the  previous  page. 

The  unit  of  measure  used  in  connection  with  these  tests  was  the 
probable  error  or  median  deviation,  as  it  is  commonly  called.  The 
probable  error  has  been  defined  as  follows:  "It  is  an  amount  of 
ability  above  or  below  the  median  such  as  to  include  half  the  total 
number  of  ratings.  In  a  normal  distribution,  if  we  arrange  all  of 
the  participants  in  the  order  of  their  ratings,  and  if  we  count  from 
the  beginning  one  quarter  of  the  way  and  three  quarters  of  the  way, 
half  the  difiference  between  the  measures  which  we  reach  is  the 
probable  error." 

In  a  normal  distribution  surface,  if  a  perpendicular  is  so  drawn 
that  on  each  side  of  it  are  found  fifty  per  cent  of  the  cases,  the  point 
at  which  this  perpendicular  intersects  the  base  line  of  the  surface 
of  frequency  is  the  median  point.  If  perpendiculars  are  erected  on 
each  side  of  the  median  at  such  distances  that  between  the  median 
and  each  of  the  perpendiculars  just  twenty-five  per  cent  of  the  sur- 
face is  included  between  the  median  ordinate  and  each  of  the  other 
two  ordinates,  the  distance  along  the  base  line  from  the  median  to 
either  ordinate  is  the  probable  error  distance.  This  gives  us  a  very 
convenient  measure  for  scaling  our  Latin  sentences  or  words  or  con- 
structions. 

Of  course  it  is  understood  that  the  base  line  of  the  normal  dis- 
tribution  surface  and  the  curve  are  asymptotic  and  theoretically 


DEVELOPMENT  OF  THE  TESTS 


15 


never  meet.  It  is  customary  in  studies  of  this  kind  to  assume  that 
they  meet  at  some  convenient  distance  from  the  median.  In  this 
study  it  is  assumed  that  they  meet  at  4.6  P.  E. 

TABLE  1 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

Distribution  Table  for  Number  of  Sentences  Translated  Correctly 


Number  of 

Sentences  Year  I 

0    50 

1    449 

2    278 

3    86 

4    48 

5    15 

6    5 

7    7 

8    2 

9    

ID     I 

11    

12     I 

13  

14  

15  

16  

17     

18     

19     

20     

Number  of  Pupils  Tested 942 

Median  Number  of  Sentences 

Translated  Correctly   1-938 

25  Percentile  i-4i3 

75  Percentile 2.746 

Quartiie 667 


Number 

of  Pupils 

Year  II 

Year  III 

Year  rV 

13 

2 

•   •  • 

60 

15 

9 

132 

32 

23 

121 

49 

25 

98 

45 

31 

55 

46 

38 

47 

47 

33 

2i 

44 

23 

15 

21 

23 

6 

18 

19 

9 

9 

19 

7 

9 

3 

5 

3 

8 

I 

3 

9 

3 

I 

4 

2 

I 

5 

I 

2 

I 

598 


347 


273 


2,-777 

5.663 

6.318 

2.580 

3-770 

4-363 

5-445 

7.551 

8.989 

1-433 

1.440 

2-313 

From  the  above  it  is  seen  that  any  Latin  sentence  may  be  located 
at  a  point  on  the  base  line  of  the  surface  of  frequency.  The  point 
at  which  it  is  located  will  indicate  its  degree  of  difficulty.  All  meas- 
ures of  the  difficulty  of  sentences  will  be  expressed  in  terms  of  P. 


i6 


LATIN   IN   SECONDARY   SCHOOLS 


E.  All  distances  are  measured  to  the  right  or  left  from  the  median. 
Distances  to  the  left  are  negative  and  those  to  the  right  are  posi- 
tive. A  sentence  which  was  translated  correctly  by  ninety-five  per 
cent  of  the  pupils  would  be  located  on  the  easy  end  of  the  scale  and 
near  the  end.     On  the  other  hand,  a  sentence  translated  correctly 

TABLE  2 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

Number  of  Pupils  in  Each  Year  Who  Translated  Each 

Sentence  Correctly 

Sentence  Tear  I  Year  II  Year  III  Year  IV 

1    539  Z'i^2  208  148 

2    237  305  217  156 

3    58  191  162  141 

4    40  149  1 19  104 

5    48  147  127  89 

6    27  117  loi  65 

7    I  49  92  58 

8    I  28  65  57 

9    o  19  42  50 

10    3  25  35  37 

11    I  24  33  30 

12    II  II  24  31 

13  2  4  4  88 

14  I  8  23  35 

15  0  10  21  30 

16  I  17  21  20 

17  0  5  14  8 

18  o  3  14  8 

19  0  0  2  II 

20  o  o  I  3 


by  only  five  per  cent  of  the  pupils  would  be  on  the  difficult  end  of 
the  scale.  In  a  word,  each  sentence  would  be  located  at  such  a  point 
on  the  base  line  that  the  percentage  of  the  surface  at  the  right  of  an 
ordinate  erected  at  the  point  in  question  would  be  equal  to  the  per- 
centage of  the  pupils  who  translated  the  sentence  correctly.  Thus 
a  sentence  translated  by  seventy-five  per  cent  of  the  pupils  would 
be  located  at  — i  P.  E.  A  sentence  translated  correctly  by  twenty- 
five  per  cent  of  the  pupils  would  be  at  -f-i  P-  E.     These  distances 


DEVELOPMENT  OF  THE  TESTS 


17 


are  expressed  as  distances  from  the  median.  The  sentence  which 
is  located  at  — i  P.  E.  would  be  at  that  distance  below  the  median 
and  the  one  located  at  -j-i  P.  E.  would  be  at  that  distance  above 
the  median.  In  finding  the  scale  value  of  a  sentence  it  is  necessary 
to  know  the  per  cent  of  deviation  from  the  median  of  the  per  cent 

TABLE  3 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

Per  Cent  of  Pupils  in  Each  Year  Who  Translated  Each 

Sentence  Correctly 


Sentence                                                 Tear  I  Tear  II  Tear  III  Tear  rv 

1  57.2  52.2  59.9  54-2 

2  25.2  51.0  62.6  57-1 

3  6.2  31.9  46.7  51-6 

4  4-2  24.9  34.3  38.1 

5  5.1  24.6  36.6  32.6 

6  2.9  19.6  29.1  23.8 

7  0.1  8.0  26.5  21.2 

8  0.1  4-7  1^7  20.9 

9  ...  3.2  12.1  18.3 

ID  0.3  4-2  lo.i  136 

11  0.1  4.0  9-5  1 10 

12  1.2  1.8  6.9  1 1.4 

13  0.2  0.7  1.2  25.4 

14  0.1  1.3  6.6  12.8 

15  1.7  6.1  ii.o 

16  0.1  2.8  6.1  7-3 

17  0.8  4-0  2.9 

18  0.5  4-0  2.9 

19  ...  0.6  40 

20  ...  0.3  I.I 


of  pupils  who  translated  the  sentence  correctly.  In  Table  i  is  given 
a  distribution  of  the  number  of  sentences  translated  correctly  in  each 
year,  and  in  Table  2  the  number  of  pupils  translating  each  of  the 
sentences  is  given.  Table  3  gives  the  per  cent  of  pupils  in  each  year 
who  translated  each  of  these  sentences  correctly,  Table  4  the  dif- 
ference between  fifty  per  cent  and  the  per  cent  of  pupils  in  each  year 
who  translated  each  sentence  correctly.  Table  5  the  P.  E.  equivalents 
of  the  difference  between  fifty  per  cent  and  the  per  cent  in  each  year 


i8  LATIN   IN   SECONDARY   SCHOOLS 

who  translated  each  sentence  correctly.  These  P.  E.  equivalents 
have  been  obtained  directly  from  a  conversion  table.  These  P.  E. 
values  indicate  the  location  of  each  sentence  on  the  base  line  of  the 
normal  probability  surface  above  or  below  the  median.  It  will  be 
noticed  that  the  sentences  do  not  have  the  same  location,  with  ref- 

TABLE  4 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

Difference  Between  Fifty  Per  Cent  and  the  Per  Cent  of  Pupils  in  Each 

Year  Who  Translated  Each  Sentence  Correctly 

Sentence  Year  I 

1    7-2 

2  —24.8 

3  -43.8 

4  -45.8 

5  —44.9 

6  —47.1 

7  —49.9 

8  —49.9 

9    

10    —49.7 

11    —49.9 

12    —48.8 

13    —49-8 

14    —49.9 

15    

16    —49.9 

17    

18    

19    

20    

erence  to  the  median,  for  each  year,  but  have  different  scale  values 
for  the  different  years. 

The  next  problem,  then,  is  to  develop  a  general  scale  with  a 
scale  value  for  each  sentence  which  will  deviate  as  little  as  possible 
from  the  values  for  each  of  the  years.  In  order  to  do  this,  two 
things  must  be  known:  (i)  the  distance  between  the  consecutive 
year  medians;    (2)  and  the  location  of  a  common  zero  point. 


Year  II 

Year  III 

Year  IV 

2.2 

9-9 

4.2 

l.O 

12.6 

7-1 

—18. 1 

—  3-3 

1.6 

—25.1 

— 15.1 

—1 1.9 

—25.4 

—13.4 

—17.4 

—30.4 

— 20.9 

— 26.2 

— 42.0 

— 23.S 

—28.8 

—45.3 

—31.3 

— 29.1 

—46.8 

—37-9 

—3^-7 

-45.8 

—39.9 

—36.4 

— 46.0 

—40.5 

—390 

—48.2 

—43.1 

-38.6 

—49.3 

—48.8 

— 24.6 

—48.7 

—43.4 

—37-2 

-48.3 

—43.9 

—39.0 

—47-2 

-43.9 

—42.7 

—49.2 

— 46.0 

—47.1 

—49.5 

— 46.0 

—47.1 

—49.4 

—46.0 

. . . 

—49.7 

—48.9 

DEVELOPMENT  OF  THE  TESTS 


19 


In  measuring  the  distance  between  the  year  medians  a  number 
of  different  values  are  sometimes  secured.  The  averages  of  these, 
with  certain  of  them  weighted,  have  been  taken  usually  as  the  inter- 
vals between  the  various  years. 

(i)  One  measure  of  the  year  interval  is  usually  found  by  deter- 
mining the  difference  in  the  position  of  each  sentence  in  relation  to 

TABLE  5 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

P.  E.  Equivalents  of  the  Difference  Between  Fifty  Per  Cent  and  the  Per 
Cent  in  Each  Year  Who  Translated  Each  Sentence  Correctly 


Sentence  Year  I 

1  — 0.269 

2  0.991 

3  2.281 

4  2.562 

5  2.425 

6  2.811 

7  4.600 

8  4.600 

9  

10  4.083 

11  4.600 

12  3346 

13  4.275 

14  4.600 

15  

16  4.600 

17  

18  

19  

20  


"ear  II 

Year  III 

Year  IV 

0.082 

—0.372 

—0.156 

0.037 

—0.476 

—0.265 

0.698 

0.123 

—0.059 

1. 005 

0.600 

0.449 

1.019 

0.508 

0.669 

1.269 

0.816 

1. 057 

2.083 

0.931 

I.186 

2.483 

I.318 

1. 20 1 

2.746 

1-735 

1.340 

2.562 

1.892 

1.629 

2.597 

1.944 

1,819 

3.III 

2.199 

1.788 

3,643 

3.346 

0.982 

3300 

2.234 

1.685 

3.146 

2.293 

I.819 

2.834 

2.293 

2.155 

3-571 

2.597 

2.81 1 

3.820 

2.597 

2.81 1 

.... 

3-275 

2.597 

•  •  ■  • 

4.083 

3-395 

the  medians  of  two  consecutive  years.  By  way  of  illustration,  if  we 
refer  to  Table  5,  we  find  that  the  first  sentence  is  situated  .269  P.  E. 
below  the  median  of  Year  I  and  .082  P.  E.  below  the  median  of  Year 
II.  We  have  here  a  difference  of  .187  P.  E.  Table  6  gives  these 
differences  for  the  various  sentences.  The  average  of  all  the  dif- 
ferences for  the  interval  between  Year  I  and  Year  II  gives  one 


20 


LATIN   IN   SECONDARY   SCHOOLS 


measure  of  the  interval  between  these  years.     This  is  called  the 
composite  average. 

(2)  Another  measure  of  the  interval  between  the  years  has  often 
been  obtained  by  the  so-called  quartile  method.  "If  we  have  a 
normal  surface  of  distribution the  quartile  of  any  dis- 
tribution should  be  equal  to  the  P.  E.  of  that  distribution.    There- 

TABLE  6 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

P.  E.  Intervals  Shown  Between  Consecutive  Years  in  the  Case  of 

Each  Sentence 


Sentence  Interval I-II 

1  —0.187 

2  1.028 

3  1-583 

4  1-557 

5  I-406 

6  1.542 

7  2.517 

8  2.117 

9 

10  1. 521 

11  2.003 

12  0.235 

13  0.632 

14  I-300 

15 

16  1.766 

17 

18 

19 

20 


Interval  II-III 

Interval  III-IV 

0.290 

— 0.216 

0.439 

— 0.21 1 

0.575 

0.182 

0.405 

0.151 

0.511 

0.161 

0.453 

0.241 

1. 152 

0.255 

1. 165 

0.1 17 

I.OII 

0.395 

0.670 

0.263 

0.653 

0.125 

0.912 

0.41 1 

0.297 

2.364 

0.166 

0.549 

0.853 

0.474 

0.541 

0.138 

0.974 

0.214 

1.223 

0.214 

.... 

1. 128 

•   .   ■   ■ 

0.688 

fore,  if  we  divide  the  quartile  of  a  distribution  into  the  crude  score 
intervals,  we  will  get  the  interval  between  the  medians  of  the 
grades  [in  this  study  the  years]  in  terms  of  P.  E.  Since  for  each 
interval  between  the  grades  [years]  there  are  two  quartile  meas- 
ures, the  average  of  the  two  quartiles  is  used  as  a  divisor  of  the 
crude  score  interval  between  the  grades  [years]." 


DEVELOPMENT  OF  THE  TESTS  21 

(3)  A  third  method,  commonly  called  the  distribution  method, 
is  in  common  use  for  determining  the  intervals  between  the  me- 
dians of  the  different  years.  This  is  based  on  the  overlapping  of 
the  year  distributions.  There  are  pupils  in  every  year  who  equal  or 
exceed  the  medians  of  several  of  the  next  higher  years  and  it  is  true, 
also,  that  some  pupils  in  a  given  year  will  fail  to  reach  the  median 
achievement  of  the  years  below. 

None  of  these  three  methods  was  found  well  adapted  to  this  test. 
The  measure  of  the  distance  between  the  consecutive  year  medians 
which  has  been  used  in  this  study  is  that  obtained  by  the  so-called 
sentence  method.  The  measures  of  the  intervals  obtained  from  the 
select  group  only  have  been  used.  That  is,  as  a  measure  of  the  in- 
tervals between  the  years,  use  has  been  made  of  the  average  of  those 
determinations  only  which  come  from  values  between  — 2  P.  E.  and 
-)-3  P.  E.  in  Table  5.  The  reason  for  this  may  need  explanation.  The 
easy  sentences  should  not  have  as  great  weight  as  the  more  difficult 
in  determining  the  intervals  between  the  years.  Since  the  distribu- 
tions for  Years  I  and  II  have  long  tails,  the  percentages  lying  be- 
tween the  medians  of  Years  II,  III,  and  IV  do  not  differ  by  amounts 
as  large  as  would  be  the  case  with  normal  distributions.  This  re- 
sults in  values  which  are  too  small  in  the  case  of  the  lower  indirect 
and  the  upper  indirect  determinations  of  the  intervals  between  years 
obtained  from  overlapping  of  distributions.  This  skewness  may  be 
attributed  to  the  difficulties  of  the  particular  sentences  given  and  not 
to  a  real  skewness  in  ability,  so  that  the  values  in  question  are 
genuinely  too  small  to  represent  the  true  situation.  As  a  further 
reason,  the  uneven  difficulty  of  certain  of  the  sentences  for  the  dif- 
ferent years  would  seem  to  make  it  desirable  to  use  the  intervals  ob- 
tained by  the  sentence  method  with  values  from  the  select  group 
only.  The  sentence  method  of  determining  intervals  assumes  a 
normal  distribution  for  the  talent  of  pupils,  but  it  does  not  assume 
that  the  scores  on  a  particular  test  follow  a  normal  distribution. 
The  quartile  method  assumes  this  latter  fact,  as  well  as  the  former, 
and  the  overlapping  method  is  not  entirely  free  from  the  particular 
combination  of  difficulties  found  in  this  test.  For  these  reasons  the 
sentence  method  with  values  obtained  from  the  select  group  only  is 
held  to  be  the  soundest  method. 


22  LATIN   IN  SECONDARY  SCHOOLS 

The  measures  of  the  intervals  between  the  consecutive  year 
medians  obtained  by  the  sentence  method  with  only  select  group 
values  taken  are  as  follows : 


Interval 

Interval 

Interval 

I-II 

II-III 

III-IV 

I-I55 

.655 

.204 

One  more  step  must  be  taken  before  we  can  determine  our  scale 
values.  We  must  locate  a  zero  point  in  order  to  be  able  to  know 
just  how  much  more  difficult  one  sentence  is  than  another.  The 
method  of  determining  the  zero  point  is  as  follows. 

It  was  found  by  the  data  which  are  set  forth  in  Table  i  that 
44.71  per  cent  of  the  pupils  of  Year  I  are  between  those  who  did 
not  succeed  in  translating  one  sentence  correctly  and  the  median 
for  that  year.  By  transmuting  this  per  cent  into  terms  of  P.  E.  we 
have  2.397  P-  E.  This  means  that  the  median  of  Year  I  is  2.397 
above  zero.  In  the  same  way  we  find  that  47.8  per  cent  of  the 
pupils  in  Year  II  are  between  those  who  did  not  translate  any  sen- 
tences correctly  and  the  median  of  Year  II.  This  means  that  the 
median  of  Year  II  is  2.986  P.  E.  above  zero.  We  already  know  that 
the  median  of  Year  II  is  1.155  P.  E.  above  that  of  Year  I.  If  now 
we  subtract  the  distance  that  the  median  of  Year  II  is  above  Year  I 
from  the  distance  that  the  median  of  Year  II  is  above  zero,  we  find 
how  far  the  median  of  Year  I  is  above  zero.  This  gives  us  1.831 
P.  E.  The  zero  referred  to  here  is  of  course  the  arbitrary  zero.  It 
should  be  explained  that  the  arbitrary  zero  is  very  different  from  the 
absolute  zero,  which  means  just  not  any  ability  at  all  in  the  thing  in 
question.  A  pupil  who  fails  to  get  any  of  the  sentences  of  this  test 
right  does  not  necessarily  have  zero  ability  in  Latin  in  the  absolute 
sense.  The  arbitrary  zero  point  as  used  here  means  the  inability  to 
translate  correctly  a  single  sentence  under  the  particular  conditions 
connected  with  the  test.^ 

Now  it  will  be  remembered  that  in  a  normal  distribution  the  P. 
E.  and  the  quartile  are  equal.  If  we  divide  the  median  of  Year  I  by 
the  quartile  we  shall  have  another  measure  of  the  distance  that  the 
median  of  Year  I  is  above  zero.  This  is  found  to  be  2.906  P.  E. 
By  dividing  the  median  of  Year  II  by  the  quartile  of  the  same  year 

1  For  a  complete  discussion  of  this  idea  see  Thorndike's  Introduction  to 
Mental  and  Social  Measurements,  p.  16  f  f. 


DEVELOPMENT  OF  THE  TESTS  23 

we  get  a  measure  of  the  distance  that  the  median  of  Year  II  is  above 
zero.  Then,  if  we  subtract  the  distance  that  the  median  of  Year  II 
is  above  the  median  of  Year  I  from  the  distance  that  the  median  of 
Year  II  is  above  zero  we  get  the  distance  of  the  median  of  Year  I 
above  zero.    This  is  found  to  be  1.481  P.  E. 

If  we  take  the  average  of  the  above  four  determinations  we 
shall  have  a  satisfactory  measure  of  the  distance  of  the  arbitrary 
zero  point  below  the  median  of  Year  I. 

The  four  determinations  are  as  follows,  with  their  average : 

From  the  distribution  of  Year  1 2.397 

From  the  distribution  of  Year  II 1-831 

From  the  achievement  of  Year  1 2.906 

From  the  achievement  of  Year  II 1.481 

Average 2. 1 54 

Thus,  from  the  above,  we  know  that  the  distance  of  the  arbi- 
trary zero  point  is  2.154  P.  E.  below  the  median  of  Year  I. 

Since  we  have  the  determination  of  the  distance  of  the  median 
of  Year  I  above  the  arbitrary  zero  point,  it  is  an  easy  matter  to  find 
how  far  above  zero  the  medians  of  each  of  the  other  years  are. 
This  is  given  in  Table  7. 

TABLE   7 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

Distance  of  the  Median  of  Each  Year  Above  Zero. 

Year  Above  Zero  Below  Next  Tear 

I    2.154  I-IS5 

n    3.309  0.655 

III    3.964  0.204 

IV    4.168 

We  already  know  the  P.  E.  values  of  each  sentence  for  each 
year  from  Table  5.  We  need  now  to  refer  all  of  these  to  the  zero 
point  in  order  to  get  a  general  value  for  each.  In  finding  the  loca- 
tion above  zero  of  each  sentence  it  is  necessary  to  add  to  or  sub- 
tract from  the  values  given  in  Table  5  appropriate  values  from 
Table  7.     To  illustrate,  the  first  sentence  in  Table  5,  Year  II,  has 


24  LATIN   IN   SECONDARY   SCHOOLS 

a  value  of  — .082.  Table  7  shows  that  the  median  of  Year  II  is 
3.309  P.  E.  above  zero.  If  now  we  subtract  .082  from  3.309  we  shall 
have  Z-227y  which  is  the  distance  above  zero  of  the  first  sentence. 
By  this  procedure  all  the  values  in  the  column  for  Year  II  in  Table 
8  have  been  obtained.    By  a  similar  method  those  for  the  other  col- 

TABLE   8 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

Location  Above  Zero  of  Each  Sentence 

Sentence        "^                                     Year  I  Y^ar  II  Year  III  Year  IV 

1  1.885  2>-227  3-592  4012 

2  3145  3-272  3488  3-903 

3  4-435  4-007  4087  4-109 

4  4-716  4-314  4564  4-710 

5  4-579  4-328  4.472  4-837 

6  4-965  4-578  4.780  5-225 

7  6.754  5-392  4895  5.354 

8  6.754  5-792  5.282  5-369 

g  6.055  5-699  5-508 

10    6.237  5-871  5-856  5-797 

11    6.754  5-906  5-908  5987 

12    5.500  6.420  6.163  5-956 

13    6.429  6.952  7-310  5-150 

14    6.754  6.609  6.198  5-853 

15    6.455  6.257  5987 

16    6.754  6.143  6.257  6.323 

17    6.880  6.561  6.979 

18    7-129  6.561  6.979 

19    7.689  6.765 

20    8.047  7.563 

umns  have  been  determined.     If  the  values  in  Table  5  are  positive, 
we  add  instead  of  subtracting. 

From  the  data  of  Table  8  it  is  now  possible  to  determine  the 
final  scale  values  of  our  sentences.  In  previous  studies  by  this 
statistical  method  it  has  been  customary  to  weight  certain  of  the 
values  in  Table  8.  The  reason  for  doing  this  is  that  it  has  been 
felt  "that  those  values  which  come  from  those  distributions  where 
the  median  achievements  were  farthest  from  the  location  of  the 
problem   [sentence]    should  have  little  or  no  weight."     Following 


DEVELOPMENT  OF  THE  TESTS 


25 


this  practice,  values  in  Table  8  have  been  given  double  weight 
when  the  sentence  is  less  than  i  P.  E.  from  the  median  achievement 
of  that  year  and  single  weight  if  it  is  more  than  i  P.  E.  but  not 
more  than  4  P.  E.  If  it  is  more  than  4  P.  E.  distance  from  the 
median  achievement  of   that  distribution,   it   is   disregarded.    The 

TABLE  9 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

Final  Scale  Values 


Sentence  Scale  Value 

1  3-i8 

2  345 

3  412 

4  427 

5  459 

6  4.87 

7  5-13 

8  5-49 

9  5-75 

10  5.84 


Sentence  Scale  Value 

11  5-93 

12  ". . . .  6.01 

13  6.14 

i  14  6.22 

15  6.23 

16  6.24 

17  6.81 

18  6.89 

19  7-22 

20  756 


average  of  those  that  are  not  disregarded  is  taken  as  the  final  scale 
values  of  the  sentence. 

These  are  given  in  Table  9. 

For  the  other  tests  only  the  scale  values  are  given,  together  with 
enough  of  the  basic  tables  to  enable  anyone  who  desires  to  check  the 
accuracy  of  the  work  to  reconstruct  all  of  the  tables. 


CHAPTER  V 

THE  LATIN  SENTENCE  TESTS 
Nature  of  the  Tests 

The  Latin  sentence  tests  consisted  of  Test  A  and  Test  B  as  pre- 
viously noted.  These  are  both  made  up  of  a  series  of  sentences  of 
known  difficulty,  ranging  from  easy  to  difficult.  The  use  of  Test  B 
is  not  advised  for  pupils  who  have  studied  Latin  but  one  year,  for 

TABLE   10 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

Average  Scores  by  Schools 

YEAR  I 


School 

I  . 

26  . 

6  . 
19  . 

7  • 

27  • 

3  • 
12  . 

16  . 

4  • 
9  • 

18  . 

24  . 

17  . 
31  • 


Average  Score 

2.03 

..••  2.35 

2.76 

....  3.02 

....  2.87 

....  3.06 

••••  323 

....  3.00 

....  3.76 

4.61 

....  3.20 

••••  332 

....  324 

....  3-41 

....  3.44 


School 

2  . 

14  . 

21  . 

22  . 
ID  . 

33  ■ 
13  • 

23  . 

ir  . 

32  ■ 

29  . 

34  • 
5  . 
8  . 

20  . 


Average  Score 


3.42 
3.25 
3-05 
3.38 
3-94 
3-50 
3-51 
3-51 
341 
363 
3.63 
3-70 
3S3 
4.09 
4.1 1 


the  reason  that  it  is  clearly  too  difficult  for  first  year  pupils.    When 
only  upper  class  pupils  are  to  be  tested,  it  will  be  found  serviceable. 


Method  of  Scoring 

In  scoring  these  sentence  tests  the  pupil's  mark  is  the  scale  value 
of  the  hardest  sentence  translated  correctly.  Thus  if  a  pupil  trans- 
lated correctly  all  of  the  first  ten  sentences,  his  score  is  the  scale 


LATIN  SENTENCE  TESTS  27 

value  of  the  tenth  sentence.  The  pupil  is,  however,  given  credit  for 
any  sentences  that  he  may  do  beyond  the  point  at  which  he  ceased 
to  translate  continuously.  For  example,  if  the  pupil  translated  cor- 
rectly all  of  the  first  ten  sentences  and  then  translated  correctly  the 
thirteenth  and  fourteenth,  his  score  would  be  the  scale  value  of  the 
twelfth  sentence.  There  are  sound  arguments  for  claiming  that 
this  is  a  fair  method  of  scoring. 

LATIN  SENTENCE  TEST  B 

1.  Puella  est  parva. 

2.  Est  copia  frumenti  in  agris  nostris. 

3.  Hoc  facto,  pueri  discesserunt. 

4.  Eis  militibus  fuerunt  scuta  gladiique. 

5.  Dixit  aedificium  in  quo  Hannibal  esset  multos  exitus  habere. 

6.  Postero  die  collem  fossa  trium  milium  passuum  munivimus. 

7.  Helvetii  existimabant  eam  civitatem  quae  nuper  pacata  esset 
non  bono  animo  esse. 

8.  Ante  noctem  statuendum  est  quid  faciendum  sit. 

9.  Cum  Helvetii  bello  clarissimi  essent,  Caesar  iter  per  provinciam 
dare  recusavit. 

10.    Hoc  iter  tanto  difficilius  est  ut  melius  sit  alteram  temptare.. 
ir.    Postridie  pugnandi  causa  itinere  converso  nostros  sequi  coe- 
perunt. 

12.  Multi  Servium  imperio  prohibere  cupiunt. 

13.  Quinque  cohortes  castris  praesidio  relinquit. 

14.  Priusquam  pugnemus,  arti  militari  studeamus. 

15.  Caesar  profecturus  Romam  non  exspectavit. 

16.  Caesar  senatus  in  eum  beneficia  commemoravit,  quod  rex  appel- 
latus  esset. 

17.  Hannibal  magnas  copias  comparat,  quibus  Italiam  in  potesta- 
tem  suam  redigat. 

18.  Primo  quaeremus  quae  consilia  probata  sint. 

19.  Ut  aegro,  dum   anima  est,   spes  esse  dicitur,   sic  ego,   quoad 
Pompeius  in  Italia  fuit,  sperare  non  destiti. 

20.  Ita  fit  ut  adsint  propterea  quod  ofiicium   sequuntur,   taceant 
autem  idcirco  quia  periculum  vitant. 


28 


LATIN  IN  SECONDARY   SCHOOLS 


TABLE   11 

ABILITY  TO  TRANSLATE  LATLM  SEMTEXCES 

Latin  Sentence  Test  B 

Average  Scores  by  Schools 

YEAR  II 


School  Average  Score 

3    2.46 

6   3-35 

4   3.38 

9   3-57 

26   319 

19   347 

7   3-52 

23   382 

18   3.83 

31    3-93 

17   3-99 

25   4-10 

10   6.05 

24   3-95 

13   3-99 

32   390 

12   4.10 


School  Average  Score 

2    3-99 

14    384 

30   415 

21    4-25 

I    538 

16    4.25 

S  442 

34   4.23 

8   340 

22    4.69 

II    4-52 

33    463 

20   4.43 

27   484 

15    5-29 

29   541 


TABLE   13 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

Average  Scores  by  Schools 

YEAR  III 


School 

3  • 

6  . 
2    . 

II  . 

9  • 

34  • 

7  • 

4  ■ 
18  . 
30  . 

ID    . 

8  . 

21  . 
15  • 
23  • 
26    . 


Average  Score 

..-.  351 

....  448 

....  3.61 

....  4-52 

....  4.04 

4.20 

....  4.27 

••••  4-35 

■••■  4-35 

....  4.38 

. ...  4.49 

. ...  4.41 

....  4.46 

. ...  4.27 

. ...  4-52 

....  4.58 


School 
32    . 

12  . 
14  . 
20  . 
19  . 
31  . 
25  . 
17  . 
22  . 
24  . 
16    . 

I     . 

5  . 

13  . 
27  ■ 
29  . 


Average  Score 

....  4.65 

....  4.71 

....  4.75 

....  4.83 

....  4.75 

....  4.79 

....  4.77 

....  484 

....  4.81 

....  4.90 

....  5.01 

5.22 

....  5-14 
. ...  5-40 
....  5.75 
6.04' 


LATIN  SENTENCE  TESTS 


29 


TABLE   13 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  B 

Average  Scores  by  Schools 

YEAR  IV 


School 

21  . 

26  . 

3  • 

19  . 
18  . 
14  . 

4  • 
8  . 

12  . 

6  . 

32  . 

24  . 

20  . 

17  • 

16  . 

27  . 

22  . 


Average  Score 

....  3.89 

....  4.15 

....  4-30 

....  4.41 

....  4-31 

....  4.28 

....  4.46 

....  4.42 

....  4-56 

....  4.43 

....  4.71 

....  4.66 

....  5.60 

....  4-86 

....  4.85 

....  4.87 

....  4.98 


School 

23  ■ 

2  . 

9  • 

31  . 

10  . 

25  . 

I  . 

30  . 

15  . 

7  . 

34  . 

11  . 

13  . 

33  ■ 

5  . 

29  . 


Average  Score 

....  5.02 

....  4.95 

....  4.99 

....  5.19 

....  5-24 

....  5.14 

....  5.34 

....  5.21 

....  5.39 

....  5-47 

....  5-13 

....  5-88 

....  S.77 

....  5.84 

....  5-8o 

....  5-93 


TABLE   14 

LATIN  SENTENCE  TEST  B 

Record  of  Improvement 

In  Terms  of  the  Scores  Made  by  Pupils 

CLASS  AVERAGESi 


Year 

I    . 

II    . 


Class  Averages 
....    3.29 
....    4.09 


Year 

III  . 

IV  . 


Class  Averages 

4.62 

....    4.86 


1  These  class  averages  are  the  averages  of  all  the  individual  marks  of 
pupils  of  the  year  in  question.  For  example,  in  Year  I  the  class  average  of 
3.29  means  that  all  of  the  individual  scores  of  all  pupils  in  this  year  when 
averaged  gave  this  figure  as  the  result.  The  individual  score  of  a  pupil  is 
not  the  number  of  sentences  which  he  translated,  but  it  is  the  score  which  he 
obtained  by  the  method  described  on  the  first  page  of  Chapter  V. 


30 


LATIN  IN  SECONDARY   SCHOOLS 


TABLE   15 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  A 

Distribution  Table  for  Number  of  Sentences  Translated  Correctly 


Number  of 
Sentences 


o 
I 

2 

3 

4 

5 
6 

7 
8 

9 

10 

II 

12 

13 

15 
i6 

17 
i8 

19 

20 
21 
22 

23 
24 

25 
26 
27 
28 
29 

30 


Number  of  Pupils 


Year  I 

9 
28 

54 
43 
40 

31 
26 
22 

25 
21 
16 

13 

22 
8 
6 

4 
I 
I 


Number  of  Pupils  Tested 

Median  Number  of  Sentences 

Correct    

25   Percentile    

75   Percentile    

Quartile   


371 


Yearll 
2 
2 
8 

9 
14 
15 
15 
14 
14 
23 
20 
21 
22 
15 

9 

7 

8 

2 

I 

3 

3 

4 

2 


233 


Year  III      Year  IV 


I 
2 

5 
6 

7 
6 
8 

10 
5 
7 
9 

II 
8 
6 

5 
I 
I 

3 
2 


104 


3 
I 

7 
6 
6 
6 
9 
7 
13 
3 
6 

9 
3 
6 

4 
4 
6 

2 
I 


105 


5-371 

10.025 

12.143 

14.346 

3-407 

6.550 

8.667 

11.042 

9.012 

12.807 

15.000 

17.972 

2.803 

3-129 

3-166 

3-465 

LATIN  SENTENCE  TESTS  31 

LATIN  SENTENCE  TEST  A 

1.  Puella  est  parva. 

2.  Via  per  oppidum  est  longa. 

3.  Puella  cantat. 

4.  Est  copia  frumenti  in  agris  nostris. 

5.  Homines  pugnare  parant. 

6.  Quis  hie  est? 

7.  Nauta  stellam  videt. 

8.  Earn  legionem  ad  montem  duxit. 

9.  Nocte  castra  movebo. 

10.  Has  feminas  laudo,  quae  bene  laborant. 

11.  Miles  amico  sagittam  dat. 

12.  Hoc  facto,  pueri  discesserunt. 

13.  Dixit  aedificium  in  quo  Hannibal  esset  multos  exitus  habere. 

14.  Puer  bonus  a  matre  non  saepe  culpabitur. 

15.  Eis  militibus  fuerunt  scuta  gladiique. 

16.  Postero  die  collem  fossa  trium  milium  passuum  munivimus. 

17.  Helvetii  existimabant  eam  civitatem  quae  nuper  pacata  esset 
non  bono  animo  esse. 

18.  Postridie  pugnandi  causa  itinere  converso  nostros  sequi  coe- 
perunt. 

19.  Cum  Helvetii  bello  clarissimi  essent,  Caesar  iter  per  provinciam 
dare  recusavit. 

20.  Multi  Servium  imperio  prohibere  cupiunt. 

21.  Ante  noctem  statuendum  est  quid  faciendum  sit. 

22.  Hoc  iter  tanto  difficilius  est  ut  melius  sit  alterum  temptare. 
22,.    Priusquam  pugnemus,  arti  militari  studeamus. 

24.  Caesar  profecturus  Romam  non  exspectavit. 

25.  Caesar  senatus  in  eum  beneficia  commemoravit,  quod  rex  appel- 
latus  esset. 

26.  Quinque  cohortes  castris  praesidio  relinquit. 

27.  Hannibal  magnas  copias  comparat,  quibus  Italiam  in  potestatem 
suam  redigat. 

28.  Primo  quaeremus  quae  consilia  probata  sint. 

29.  Ut  aegro,   dum  anima  est,   spes   esse  dicitur,   sic  ego,  quoad 
Pompeius  in  Italia  fuit,  sperare  non  destiti. 

30.  Ita   fit  ut  adsint  propterea  quod   officium   sequuntur,   taceant 
autem  idcirco  quia  periculum  vitant. 


32  LATIN   IN   SECONDARY   SCHOOLS 


TABLE   16 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  A 

Number  of  Pupils  in  Each  Year  Who  Translated  Each 

Sentence  Correctly 

Sentence  Year  I          Year  II 

1    325  202 

2    199  210 

3    200  17s 

4    147  174 

5    154  146 

6    193  124 

7    168  138 

8    131  149 

9    137  152 

10  97  no 

11    134  lOI 

12   28  94 

13   36  14 

14   90  78 

15    23  59 

16   20  25 

17   6                  8 

18   o  20 

19  8  14 

20   3  18 

21    3  72 

22   5  26 

23   I  13 

24   7                  8 

25   o                  9 

2^   3                   4 

27   I  19 

28  o  64 

29    O                       O 

30    O                        I 


Year  III 

Year  IV 

94 

91 

100 

98 

90 

100 

91 

89 

72, 

86 

70 

92 

69 

88 

76 

80 

79 

87 

75 

91 

53 

71 

64 

72 

51 

47 

28 

41 

38 

49 

27 

36 

29 

36 

15 

24 

18 

21 

15 

27 

24 

32 

19 

28 

9 

27 

12 

21 

8 

12 

2 

63 

6 

13 

5 

5 

2 

II 

4 

7 

LATIN  SENTENCE  TESTS  33 


TABLE   17 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  A 

Per  Cent  of  Pupils  in  Each  Year  Who  Translated  Each 

Sentence  Correctly 

Sentence  Year  I  Year  II  Year  III  Year  IV 

1    87.6  86.7  88.7  86.7 

2    53-6  90.1  94-3  93-3 

3    53-9  751  84.9  95-2 

4    39.6  747  85.8  84.8 

5    41-5  62.7  68.9  81.9 

6   52.0  53.2  66.0  87.6 

7    45-3  59-2  65.1  83.8 

8   35-3  63.9  71.7  76.2 

9    36.9  65.2  74.5  82.9 

ID    26.1  47.2  70.8  86.7 

11    36.1  43-3  50.0  67.6 

12   7.5  40.3  60.4  68.6 

13   97  27.4  48.1  44.8 

14   24.2  33.5  26.4  39.0 

15    8.9  25.3  35.8  467 

16   5-4  30.9  25.S  34.3 

17   1-6  10.7  27.3  34.3 

18   0.0  1 1.2  14.2  22.9 

19   2.2  6.0  17.0  20.0 

20   0.8  7.7  14.1  25.7 

21    0.8  6.0  22.6  30.5 

22   1.3  3.4  17.9  26.7 

23    0.3  3.9  8.5  25.7 

24    1-9  3-4  II-3  20.0 

25    0.0  8.6  7.5  11.4 

26   0.8  1.7  1.9  60.0 

27   0.3  S.6  57  12.4 

28   0.0  3.0  47  4.8 

29   0.0  0.0  I.I  lo.s 

30   0.0  0.4  3.8  6.7 


34  LATIN   IX   SECONDARY   SCHOOLS 


TABLE   18 

■  ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  A 

P.  E.  Equivalents  of  the  Difference  Between  Fifty  Per  Cent  and  the  Per 
Cent  in  Each  Year  Who  Translated  Each  Sentence  Correctly 

Sentence                                  Tear  I  Year  II  Year  III  Year  IV 

1    — 1713  —1.649  —1.795  —1.649 

2    — 0.134  — 1909  — 2.344  — 2.222 

3    —0.145  —1.005  —1-531  —2.468 

4   0.391  —0.986  —1.589  —1.524 

5    0.318  —0.480  —0.731  — 1.351 

6    — 0.074  — 0.119  — 0.612  — 1. 713 

7   0.175  —0.345  — 0-575  —1.462 

8   0.559  —0.527  —0.851  —1.057 

9   0.496  —0.579  —0.977  —1.409 

10   0.949  0.104  — 0.812  — 1.649 

11    0.527  0.250                    — 0.677 

12   2.314  0.364  —0.391  —0.719 

13    1.926  0.891  0.071  0.194 

14   1.038  0.632  0.936  0.414 

15    1-997  0.986  0.539  0.123 

16   2.384  0.782  0.977  0.600 

17    3.182  1.843  0.895  0.600 

18 1.803  I-589  i-ioi 

19   2.986  2.305  1.415  1.248 

20   3.571  2.114  1.595  0.968 

21    3-5"i  2.305  1. 115  0.756 

22    3.300  2.706  1 .363  0.922 

23    4.083  2.614  2.035  0.968 

24    3-077  2.706  1.795  I-248 

25    2.026  2.134  1-788 

26   3.571  3.146  3.077  —0.376 

27   4083  2.357  2.344  I-713 

28 2.789  2.483  2.468 

29 ....  3-077  1-859 

30   3938  2.631  2.222 


LATIN  SENTENCE  TESTS 


35 


TABIiE   19 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  A 

Final  Scale  Values 


Sentence 

1  . . . 

2  . . . 

3  ••• 

4  ... 

5  ••• 

6  ... 

7  ••• 

8  ... 

9  ... 

10  .. . 

11  . . . 

12  .  .  . 

13  ... 

14  ... 

15  ... 


Scale  Value 

. . .  2.00 

. . .  2.12 

. ..  2.43 

...  2.79 

...  3-II 

. ..  3-12 

...  3-17 

. ..  3.20 

...  3-34 

...  342 

. ..  3.60 

...  3-94 

•••  4-45 

•  ••  4-54 

. . .  4.60 


Sentence 


Scale  Value 


16 

17 
18 

19 
20 
21 
22 

2i 

24 

25 
26 

27 
28 

29 
30 


4.86 
523 

5-54 
5.56 
5-6o 
5-70 

5-71 
5-80 

5-91 
6.03 
6.05 
6.18 
6.22 
6.77 
6.97 


Conclusion  Concerning  Ability  to  Translate 

Latin  Sentences 

When  we  consider  the  abihty  of  the  pupils  involved  in  this  inves- 
tigation to  translate  simple  Latin  sentences,  certain  facts  concerning 
the  work  in  Latin  in  these  secondary  schools  stand  out  with  great 
clearness.  Tables  10-14  set  forth  the  results  secured  from  the 
use  of  Latin  Sentence  Test  B.  The  sentences  of  this  test,  with  one 
or  two  exceptions,  are  of  the  grade  of  those  found  in  Latin  begin- 
ners' books  in  use  at  the  present  time.  When  the  test  was  made 
up,  it  was  supposed  that  it  would  prove  too  easy  for  third  and  fourth 
year  pupils  in  secondary  schools. 

Table  i  shows  the  results  for  the  entire  group  of  pupils  who 
took  the  test :  In  the  first  year  the  median  number  of  sentences 
translated  correctly  was  1.93,  in  the  second  year,  3.77,  in  the  third 
year,  5.66,  and  in  the  fourth  year,  6.31.  It  must  be  remembered 
that  on  this  test  sufficient  time  was  allowed  for  practically  all  pupils 
to  translate  all  that  they  could  translate  anyway.  This  certainly  is 
an  inadequate  result  to  secure  from  four  years  of  instruction  in 


36 


LATIN   IN   SECONDARY   SCHOOLS 


Latin :  a  median  ability  to  translate  about  six  of  the  easiest  of 
twenty  sentences  of  the  degree  of  difficulty  of  the  easier  of  those 
found  in  an  ordinary  beginners'  book. 

TABLE  20 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  A 

Average  Scores  by  Schools 

YEAR  I 


School 

I    . 

12    . 

26    . 

7  • 

6  . 

i8  . 

4  • 

21     . 


Average  Score 

2.05 

....  2.08 

....  2.38 

....  2.54 

....  2.58 

....  2.93 

....  2.86 

....  2.55 


School 

24  . 

2  . 

14  . 

13  ■ 

17  ■ 

10  . 

5  • 


Average  Score 

....  3.10 

....  3.II 

....  3.20 

...■  3-45 

••••  3-45 

....  3.48 

....  3.90 


A  glance  at  Tables  14  and  24  serves  to  impress  the  fact  of  the 
small  amount  of  progress  in  Latin  under  current  methods  during 
the  four  years  that  it  is  studied.  It  will  be  understood  that  the  class 
averages  in  Tables  14  and  24  for  each  year  are  the  averages  of  the 
individual  scores  of  all  pupils  and  not  the  average  number  of  sen- 
tences translated  correctly.  The  average  performance  of  all  the 
pupils  in  Year  I  on  Test  B  is  3.29.     This  is  slightly  more  than 


TABLE   21 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  A 

Average  Scores  by  Schools 

YEAR  II 


School 
26    . 

6  . 

4  • 
24  . 
14   . 

7  . 

ID    . 


Average  Score 

2.63 

. .  . .  2.90 
3.00 

...  3.19 

....  3.22 

.•••  3.92 

•  •.  3-31 


School 

13    • 
18    . 

17    . 

21      . 

1  . 

2  . 

5    • 


Average  Score 

....  3.47 

■•••  3-57 

■■..  3-65 

....  3-74 

....  3.56 

....  2,-77 

■■■■  4-35 


LATIN  SENTENCE  TESTS 


37 


TABLE  32 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  A 

Average  Scores  by  Schools 

YEAR  III 


School 

13  • 

6  . 

2  . 

7  • 
21  . 
18  . 

14  . 


Average  Score 

....  5.08 

....  341 

■•••  3-73 

••..  3-75 

....  3.83 

....  3.90 

....  3.91 


School 

10    . 

26    . 

I    . 

4  . 

24    . 

5  . 


Average  Score 

....  3.90 

....  3.96 

••..  3-97 

....  4-25 

....  444 

....  4.90 


the  scale  value  of  the  easiest  sentence,  which  indicates  that  a  very 
considerable  number  of  pupils  failed  to  get  even  one  sentence  cor- 
rect. In  the  second  year  the  class  average  is  slightly  less  than  the 
scale  value  of  the  third  sentence.  There  seems  to  be  only  very  slight 
improvement  from  the  end  of  the  second  year  to  the  end  of  the 
third  year,  for  the  average  of  all  the  pupils  in  the  third  year  is  about 
equal  to  the  scale  value  of  the  fifth  sentence.  From  the  end  of  the 
third  year  to  the  end  of  the  fourth  year  there  is  little  improvement. 
In  a  word,  the  average  for  all  pupils  in  the  fourth  year  is  not  greater 
than  the  scale  value  of  the  sixth  sentence. 

It  must  be  remembered  that  we  are  speaking  here  of  the  sen- 
tences at  the  easier  end  of  the  scale.    The  entire  four  years  of  Latin 

TABLE  23 

ABILITY  TO  TRANSLATE  LATIN  SENTENCES 

Latin  Sentence  Test  A 

Average  Scores  by  Schools 

YEAR  IV 


School 

21     . 

6  . 

18  . 

14  . 

26  . 

24  . 

4  . 


Average  Score 

....  3.97 

....  3-65 

....  3-93 

....  392 

....  4.07 

....  4.37 

....  4-45 


School 
10    . 

2     . 
I     . 

7    • 
13    . 

5   . 


Average  Score 

....  4.78 

....  4.80 

....  4-97 

....  5.09 

....  5-50 

....  5.63 


J^a3485 


38 


LATIN  IN   SECONDARY   SCHOOLS 


study  in  these  schools  resulted  in  an  achievement  such  that  at  the 
end  of  the  fourth  year  the  average  performance  is  represented  by 

TABLE  24 

LATIN  SENTENCE  TEST  A 

Record  of  Impro\t:ment 

In  Terms  of  the  Scores  Made  by  Pupils 

CLASS  AVERAGES 


Year 

I    . 

II    . 


Class  Averages 
....    2.88 
....    3.58 


Year 

III  . 

IV  . 


Class  Averages 
....    3.98 
....    4.46 


1  See  footnote,  Table  14. 

ability  to  translate  a  sentence  of  the  grade  of  difificulty  of  the  sixth 
sentence  in  Test  B. 

In  general  the  same  facts  are  shown  in  the  results  of  Latin  sen- 
tence Test  A.  The  first  twelve  of  these  sentences  are  extremely 
easy,  most  of  them  having  been  selected  from  the  first  few  pages 
of  beginners'  books.  Thus  all  but  a  few  of  the  sentences  of  this 
test  are  of  the  grade  which  pupils  are  supposed  to  have  in  their 
first  year  of  Latin  study  and  nearly  the  first  dozen  are  such  as  they 
would  probably  meet  in  the  first  three  months. 

In  Test  A  all  the  pupils  of  Year  I  secured  an  average  about 
equal  to  the  scale  value  of  the  fourth  sentence.  In  Year  II  the  gain 
in  ability  was  such  that  the  average  performance  about  equalled 
the  difficulty  of  the  eleventh  sentence.  There  was  enough  improve- 
ment during  Year  III  so  that  the  average  performance  was  slightly 
above  Sentence  12.  During  the  fourth  or  final  year  of  Latin  study 
the  ability  of  the  pupils  reached  a  point  represented  by  Latin  of  the 
grade  of  difficulty  represented  by  the  thirteenth  sentence. 

In  a  word,  as  far  as  the  results  of  these  sentence  tests  go,  it  is 
clear  that  the  improvement  in  ability  to  read  the  meaning  of  the 
simplest  Latin  is  meager  out  of  all  proportion  to  the  time,  energy, 
and  money  devoted  to  instruction  in  this  subject. 


CHAPTER  VI 

THE  CONNECTED  LATIN  TEST 

Nature  of  the  Test 

The  test  which  was  used  for  a  connected  Latin  test  is  repro- 
<iuced  on  another  page.  It  consisted  of  a  rather  easy  passage  of 
connected  Latin,  chosen  with  some  minor  modifications  from 
Caesar's  Civil  War.  The  test  was  printed  in  the  form  of  a  folder  so 
that  when  it  was  opened  by  the  pupils  they  had  three  blank  pages 
on  which  to  write,  with  the  Latin  in  sight. 

Method  of  Giving  the  Test 

In  giving  the  test  the  pupils  were  first  asked  to  provide  them- 
selves with  pencil  and  paper,  after  which  a  folder  was  handed  to 
each  one.  Directions  were  then  given.  The  pupils  were  told  that 
at  a  signal,  given  by  saying  "Start,"  they  were  to  open  their  folders 
and  begin  promptly  to  write  the  thought  of  the  Latin  in  English. 
It  was  made  clear  that  at  another  signal,  which  would  be  given  by 
saying  "Stop,"  they  were  to  cease  writing  promptly  and  close  their 
folders,  even  if  they  had  to  leave  the  last  word  half  written.  Espe- 
cial care  was  taken  in  the  directions,  to  impress  upon  the  minds  of 
the  pupils  that  they  were  not  to  write  a  literal  translation  of  the 
Latin  but  that  they  were  to  get  the  thought  and  express  correctly 
and  in  detail  in  their  own  words  in  good  English  all  the  essentials 
of  it.  The  signal  to  cease  writing  was  given  at  the  end  of  exactly 
a  quarter  of  an  hour,  and  all  of  the  folders  were  collected  imme- 
diately. 

Method  of  Scoring  the  Test 

The  Connected  Latin  Test  was  scored  with  reference  to  ability  to 
apprehend  the  meaning  of  the  Latin.  This  was  done  by  means  of  a 
key.  The  entire  thought  of  the  Latin  selection  was  expressed  in  a 
series  of  short  statements,  which  is  called  the  key.  Each  point  in 
the  key  was  intended  to  state  the  essential  idea  contained  in  a  cer- 
tain section  of  the  Latin.     The  key  as  a  whole  reproduced  accur- 


40  LATIN   IN   SECONDARY   SCHOOLS 

ately  the  main  thought  or  the  thread  of  the  story  of  the  test.  In 
other  words,  it  was  such  a  reproduction  in  EngHsh  of  the  thought 
of  the  Latin  selection  as  would  represent  a  degree  of  ability  to  inter- 
pret the  Latin  in  English  worthy  of  being  scored  as  perfect.  The 
test  and  the  key  appear  below. 


CONNECTED  LATIN  TEST 

CAESAR'S  DEFEAT  OF  POMPEY 
An  Episode  From  The  Civil  War 

Pompeius  suorum  omnium  hortatu  statuerat  proelio  decertare. 
Simul  Caesar  toti  exercitui  imperavit  ne  iniussu  suo  concurreret. 
Dixit  se,  cum  id  fieri  vellet,  signum  daturum.  Nostri  milites  dato 
signo  progressi  sunt.  Eodem  tempore  equites  ab  sinistro  Pompeii 
cornu  procucurrerunt ;  quorum  impetum  noster  equitatus  non  tulit. 

Quod  ubi  Caesar  animadvertit,  quartae  aciei,  quae  se  ad  id  tempus 
loco  tenuerat,  dedit  signum.  Illi  celeriter  procucurrerunt  et  tanta  vi 
in  Pompeii  equites  impetum  fecerunt,  ut  eorum  nemo  consisteret. 
Eodem  tempore  tertiam  aciem  Caesar,  quae  quieta  fuerat,  procurrere 
iussit.  Ita  cum  recentes  atque  integri  defessis  successissent,  alii 
autem  a  tergo  adorirentur,  sustinere  Pompeii  milites  non  potuerunt 
atque  universi  terga  verterunt.  Neque  vero  Caesar  dubitavit,  quin 
ab  iis  cohortibus  quae  contra  equitatuin  in  quarta  acie  collocatae 
essent,  initium  victoriae  oriretur,  ut  ipse  in  cohortandis  militibus 
pronuntiaverat. 

Sed  Pompeius,  ut  equitatum  suum  pulsuni  vidit  atque  eam  par- 
tem cui  maxime  confidebat  perterritam  animadvertit,  aliis  quoque 
diffisus  acie  excessit  protinusque  se  in  castra  equo  contulit  et  iis 
centurionibus  quos  in  statione  ad  praetoriam  portam  posuerat,  clare, 
ut  milites  exaudirent,  "Tuemini,"  inquit,  "castra  et  defendite  dili- 
genter,  si  quid  durius  acciderit.  Ego  reliquas  portas  circumeo  et 
castrorum  praesidia  confirmo."  Hasc  cum  dixisset,  se  in  praetorium 
contulit  summae  rei  diffidens  et  tamen  eventum  exspectans. 


CONNECTED  LATIN  TEST  41 

Caesar  Pompeii  militibus  ex  fuga  intra  vallum  compulsis  nullum 
spatium  perterritis  dari  oportere  existimans,  milites  cohortatus  est 
ut  beneficio  fortunse  uterentur  castraque  oppugnarent.  Qui,  etsi 
magno  sestu  defessi,  tamen  ad  omnem  laborem  animo  parati  imperio 
paruerunt.  Castra  a  cohortibus  quae  ibi  praesidio  erant  relictae  indus- 
trie  defendebantur,  multo  etiam  acrius  a  barbaris  auxiliis.  Nam  qui 
acie  refugerant  milites  magis  de  reliqua  fuga  quam  de  castrorum  de- 
fensione  cogitabant.  Neque  vero  diutius  qui  in  vallo  constiterant 
multitudinem  telorum  sustinere  potuerunt,  sed  locum  reliquerunt 
protinusque  in  altissimos  montes  confugerunt. 

In  castris  Pompeii  videre  licuit  multa  quae  nimiam  luxuriam  et 
victoriae  fiduciam  designarent,  ut  facile  existimari  posset  nihil  eos 
de  eventu  eius  diei  timuisse,  qui  non  necessarias  peterent  voluptates. 

Caesar  castris  potitus,  a  militibus  petivit  ne  in  praeda  occupati 
reliqui  negotii  gerendi  facultatem  dimitterent.  Qua  re  impetrata 
montem  opere  circummunire  instituit.  Pompeii  milites,  quod  is 
mons  erat  sine  aqua,  diffisi  ei  loco,  relicto  monte,  universi  iugis  eius 
Larisam  versus  se  recipere  coeperunt. 


Key  to  Connected  Latin  Test 

1.  Pompey  had  decided  to  fight  a  battle. 

2.  [He  made  this  decision]  at  the  unanimous  solicitation  of  his 
men. 

3.  Caesar  issued  commands  to  his  entire  army 

4.  [He  did  this]  at  the  same  time 

5.  [These  commands  were]  not  to  charge  without  his  order. 

6.  He  said  he  would  give  a  signal 

7.  [He  said  he  would  do  so]  when  he  wished  this  to  be  done. 

8.  Our  soldiers  rushed  forward 

9.  [They  did  so]  at  the  giving  of  the  signal. 

10.  Pompey's  cavalry  charged 

11.  [They  did  this]  at  the  same  time 

12.  [They  advanced]  from  the  left  wing; 


42  LATIN   IN   SECONDARY   SCHOOLS 

13.  Our  cavalry  did  not  withstand  their  attack. 

14.  Caesar  gave  the  signal 

15.  [He  did  so]  when  he  noticed  this 

16.  [He  gave  it]  to  the  fourth  line 

17.  [This  was  the  line]  which  until  then  had  remained  at  its  post. 

18.  They  rushed  forward 

19.  [They  did  so]  quickly 

20.  And  they  attacked  Pompey's  cavalry 

21.  [They  did  so]  with  violence 

22.  [It  was]  so  great  that  not  one  of  them  (Pompey's  men)  held 
his  position. 

23.  Caesar  gave  orders 

24.  [He  did  so]  at  the  same  time 

25.  [He  gave  them]  to  the  third  line 

26.  [This  was  the  line]  which  had  been  disengaged 
2y.    [The  orders  were]  to  advance. 

28.  Pompey's  soldiers  were  not  able  to  maintain  their  ground 

29.  And  accordingly  they  all  fled 

30.  [This  happened]  when  new  and  fresh  troops  came 

31.  [They  came]  to  the  assistance  of  the  weaned  men 

^2.    [This  happened]    (and)   also  when  moreover  others  attacked 
them 

33.  [This  attack  was]  from  the  rear. 

34.  Caesar  really  was  in  no  doubt 

35.  [He  did  not  doubt]   that  the  beginning  of  victory  was  made 
by  those  cohorts 

36.  [They  were  the  cohorts]   which  had  been  stationed  opposite 
the  cavalry 

^7.  [This  was]  in  the  fourth  line 

38.  [This  was]  as  he  had  declared 

39.  [His  declaration  was  made]  in  appealing  to  the  soldiers. 

40.  But  Pompey  left  the  field  of  battle 

41.  And  he  immediately  retreated 

42.  [He  went]  on  horseback 

43.  [He  retreated]  to  his  camp 

44.  [This  was  because  he  was]  in  despair 

45.  [His  despair  was]  concerning  the  rest 

46.  [He  did  this]  when  he  saw  his  cavalry  routed 


CONNECTED  LATIN  TEST  43 

47.    [This  happened]    (and)   when  also  he  observed  thrown  into 
confusion  that  part 

[This  was  the  part]  in  which  he  had  especial  confidence 
He  said  to  the  centurions 

[These  were  they]  whom  he  had  placed  on  guard 
[He  had  placed  them]  at  the  praetorian  gate 
[He  spoke]  in  a  loud  voice 

[He  did  so]  in  order  that  the  soldiers  might  hear, 
[His  orders  were]  "Protect  the  camp," 
[He  said  further],  "Defend  it  with  diligence." 
[He  commanded  them  to  do  this]  "in  case  of  the  occurrence 
of  any  disaster." 

[He  said],  "I  will  go  around  to  the  other  gate," 
[He  also  said],  "I  will  encourage  the  guards  of  the  camp." 
He  retired  into  his  tent 
[He  did  so]  when  he  had  said  this 
[He  was]  in  despair  concerning  the  issue 
[He  remained  there]  nevertheless  waiting  the  outcome. 
Caesar  exhorted  his  soldiers 

[His  exhortation  took  place]   after  having  forced  Pompey's 
soldiers  to  flee 

[They  were  forced  to  flee]  into  their  entrenchment 
[His  exhortation  was]  to  take  advantage  of  the  kindness  of 
fortune 
[He  exhorted  them  also]   (and)  to  attack  the  camp 

[He  did  this]  in  the  belief  that  no  respite  should  be  allowed 
the  terrified  soldiers. 

They  obeyed  this  command 

[They  were]  ready  for  any  difficulty 

[They  did  this]  although  fatigued 

[They  were  fatigued]  by  the  intense  heat. 

The  camp  was  defended 

[It  was  done]  energetically 

[It  was  done]  by  the  cohorts 

[It  was  defended  by  those]  which  had  been  left  there 

[They  had  been  left]  for  a  guard, 

[It  was  done]  by  the  foreign  auxiliaries 

[It  was  done  by  them]  even  much  more  spiritedly. 


44  LATIN  IN  SECONDARY   SCHOOLS 

80.  For  plans  were  in  the  minds  of  the  soldiers 

81.  [They  were  the  soldiers]  who  had  fled  from  the  field  of  battle 

82.  [The  plans  were]  more  with  respect  to  further  flight 

83.  [It  was  this  rather]  than  concerning  the  defense  of  the  camp. 

84.  And  indeed  unable  to  endure  the  great  number  of  darts  were 
they 

85.  [T^'hey  were  they]   who  had  taken  their  stand  on  the  fortifi- 
cation 

86.  But  they  left  the  place 

87.  And  immediately  they  fled  for  refuge 

88.  [The  place  of  refuge  was]  to  the  highest  mountains. 

89.  In  Pompey's  camp  it  was  possible  to  see  many  things 

90.  [These  were  things]  which  indicated  excessive  luxury 

91.  [They  indicated]  (and)  also  confidence  in  victory 

92.  [This  prevailed  to  a  degree]   so  that  an  inference  might  be 
made 

93.  [The  inference  was]  that  they  had  no  apprehension 

94.  [They  failed  to  be  apprehensive]  concerning  the  issue  of  the 
day 

95.  [This  was]  because  they  sought  unnecessary  pleasures. 

96.  Caesar  begged  his  soldiers 

97.  [This  was]    after   having  obtained  possession   of   Pompey's 
camp 

98.  [His  request  was]  that  they  should  not  lose  the  opportunity. 

99.  [The  opportunity  consisted]  of  completing  the  undertaking 
100.     [There  was  danger  of  this]  by  being  intent  on  plunder, 
loi.    He  began  to  girdle  the  mountain 

102.  [He  did  this]  with  a  fortification 

103.  [He  began  to  do  this]  after  he  had  obtained  their  consent. 

104.  Pompey's  soldiers  left  the  mountain 

105.  [They  did  so]  in  distrust  of  that  place 

106.  [They  did  this]  because  this  mountain  was  without  water 

107.  They  (Pompey's  soldiers)  all  began  to  retreat 

108.  [They  retreated]  towards  Larissa 

109.  [They  went]  along  its  (the  mountain's)  ridges. 

A  word  of  explanation  needs  to  be  made  with  reference  to  the 
key.  It  will  be  noted  that  in  most  of  the  points  certain  words  are 
in  brackets.    The  purpose  of  this  is  that  each  element  of  the  thought 


CONNECTED  LATIN  TEST  45 

may  be  properly  connected  with  the  idea  to  which  it  logically  relates. 
In  scoring  the  pupils'  reproduction  in  English  of  the  thought  of  the 
Latin,  credit  should  not  be  given  for  an  element  of  thought  if  it  is 
incorrectly  connected  with  what  precedes,  i.  e.,  so  connected  that  the 
total  idea  is  wrong,  although  the  particular  element  of  thought  in 
itself  may  be  entirely  correct.  It  was  found  in  many  of  the  pupils' 
papers  that  what  they  reproduced  was  very  disconnected  and  dis- 
joined. By  way  of  illustration,  in  a  pupil's  paper  the  following  was 
found : 

Pompey  had  decided  to  fight  a  battle,  at  the  giving  of  the  signal,  Pompey's 
cavalry  charged. 

The  phrase,  at  the  giving  of  the  signal,  joined  to  either  what 
precedes  or  what  follows  it  in  the  above  translation,  is  wrong.  The 
above  is  a  typical  pupil's  translation.  There  are  often  disjoined, 
disconnected  translations  of  disconnected  portions  of  the  Latin  with 
large  portions  omitted.  Now  the  point  is  that  if  the  phrase  referred 
to  above  is  so  connected  with  what  precedes  or  follows  that  the  idea 
is  incorrect,  credit  should  not  be  given  for  the  point. 

The  portions  in  brackets  in  each  point  of  the  key  are  for  the 
purpose  of  indicating  the  connection.  It  will  be  noticed  that  if  the 
portions  outside  of  the  brackets  are  arranged  as  a  connected  passage 
they  give  a  perfect  literal  translation  of  the  Latin.  A  short  section 
of  the  key  follows  to  illustrate  this  idea. 

Pompey  had  decided  to  fight  a  battle  at  the  unanimous  solicitation  of  his 
men.  Caesar  issued  commands  to  his  entire  army,  at  the  same  time,  not  to 
charge  without  his  order.  He  said  he  would  give  a  signal,  when  he  wished 
this  to  be  done 

Each  element  of  the  thought  is  intended  to  be  a  natural  unit. 
Sometimes  this  consists  of  one  word  only,  sometimes  of  a  phrase,_ 
and  sometimes  of  an  entire  sentence. 

An  important  problem  was  presented  when  it  became  necessary 
to  determine  the  method  to  be  followed  in  scoring  the  papers 
for  ability  to  apprehend  the  meaning  of  Latin.  It  was  possible  to 
determine  the  amount  attempted  and  the  amount  correct  in  terms  of 
number  of  points  of  the  key,  but  this  would  disregard  the  fact  that 
different  points  may  have  different  degrees  of  difficulty.  As  a 
matter  of  fact,  all  of  the  tables  in  which  the  scale  values  are  given 


46 


LATIN  IN   SECONDARY   SCHOOLS 


show  that  the  different  sentences  of  the  Latin  sentence  tests,  the 
constructions  of  the  grammar  and  the  elements  of  Latin  correspond- 
ing to  various  points  of  the  key  in  the  Connected  Latin  Test  are  all 
of  somewhat  widely  varying  degrees  of  difficulty.  Therefore, 
merely  to  count  the  number  correct  or  the  amount  correct  in  any  of 
these  tests  is  not  an  adequate  method  of  scoring. 

Derivation  of  Scale  Values 

It  is  apparent,  then,  that  it  is  very  desirable  to  have  weighted 
scores  for  each  of  the  points  in  the  key  in  the  case  of  a  test  like 
that  under  consideration  at  the  present  time.  For  finding  the  scale 
values  of  the  points,  the  elaborate  method  used  in  the  Latin  Sentence 
Tests  was  not  used,  but  a  much  simpler  method  was  adopted.  The 
P.  E.  values  were  found  in  the  same  manner.  After  these  were 
found,  a  value  of  i  was  assigned  to  the  easiest  point  of  the  key, 
and  the  values  of  all  the  other  points  were  expressed  as  distances 

TABLE  25 

SCALE  VALUES  OF  POINTS  OF  KEY 
TO  CONNECTED  LATIN  TEST 


Number 

Number  of  Correct 

of  Pupils  Transla- 

Attempt-  tlon.s 

ing  Each  of  Each  Per  Cent  P.  E.  Weight- 
Points                        Point  Point  Correct  Values  ings 

1  ii6o  410  35.3  .559  2.91 

2   I160  231  19.I  1.296  3.65 

3    I160  889  76.6  —1.076  1.27 

4   I160  411  35-4  .555  2.91 

5   1160  283  24.3  1.033  3.38 

6  1 160  784  67.5  —  .673  1.68 

7  1160  635  54.7  —.175  2.18 

8  1160  926  79.7  — 1.232  1. 12 

9  1 160  920  79.3  — I.2H  1. 14 

10  1157  642  55.4  —.201  2.15 

11   1157  862  74.5  —.977  1-37 

12  1157  649  56.1  — .228  2.12 

13  1155  615  53.2  —.119  -    2.23 

14  1133  929  81.9  — 1.351  i-oo 

15  1 133  556  49.1  .033  2.38 

16  1128  389  34-5  .592  2.94 

17  1118  370  33.9  .616  2.97 


CONNECTED  LATIN  TEST 


47 


TABLE  25 — Continued 


Number 

Number  of  Correct 

of  Pupils  Transla- 

Attempt-  tiona 

Ing  Each  of  Each  Per  Cent  P.  E.  Welg-ht- 

Points                        Point  Point  Correct  Values  ings 

18   Iiio  819  73.8  —  .945  I.41 

19 1096  874  79.7  — 1.232  1,12 

20 1077  809  75.1  —1.005  1-35 

21  1075  775  72.1  —.869  1.48 

22  1051  581  55.3  —.198  2.15 

23  1021  832  81.4  — 1.324  1.03 

24  1025  786  76.7  — 1.081  1.27 

25  1025  786  76.7  — 1.081  1.27 

26  1002  629  62.7  —  .480  1.87 

27  998  781    -  78.2  — 1. 155  1.20 

28  846  493  58.2  —  .307  2.04 

29  81 1  459  56.5  —  .243  2.11 

30 821  177  21.5  1. 170  3.52 

31  812  143  17.6  1.380  3.73 

32  788  124  15.6  1.499  385 

33  781  187  23.9  1.052  3.40 

34  740  451  60.9  —  .410  1.94 

35  629  183  29.0  .820  3.17 

Z^   653  336  51.5  —  .056  2.30 

37   642  374  58.2  —.307  2.04 

38  541  154  28.4  .847  3.20 

39  523  104  19.8  1.259  3-6i 

40  338  37  28.4  .847  320 

41  280  36  12.8  1.685  404 

42  276  59  21.3  1. 181  3.53 

43  273  87  31.8  .702  3.05 

44  271  3  I.I  3.395  5-75 

45  270  3  I.I  3.395  5-75 

46  451  347  76.9  — 1.091  1.26 

47  365  174  47-6  .089  2.44 

48  386  230  59-5  —  -357  1-99 

49  229  50  21.8  1.15s  3-51 

50  227  77  33.8  .620  2.97 

51  221  35  15.8  1.487  3-84 

52  206  18  8.7  2.016  4.37 

53  202  45  22.2  1. 135  3.49 

54  195  59  30.2  .769  3.12 

55  793  122  63.2  —  .500  1.85 

56  176  53  30.1  .773  3-^2 


48 


LATIN   IN   SECONDARY   SCHOOLS 


TABLE  25 — 'Continued 


Points 

57  ■• 

58  .. 

59  •• 

60  .. 

61  .. 

62  .. 

63  .. 

64  .. 

65  .. 

66  .. 

67  .. 

68  .. 

69  .. 

70  .. 

71  .. 

72  .. 

73  •• 

74  •• 

75  •• 

76  .. 

77  ■• 

78  .. 

79  ■■ 

80  .. 

81  .. 

82  .. 

83  .. 

84  .. 

85  .. 

86  .. 

87  .. 

88  .. 

89  .. 

90  .. 

91  .. 

92  .. 

93  •• 

94  •• 

95  •• 


Number 
of  Pupils 
Attempt- 
ing Each 


Po 


Int 
I/O 
164 
150 
193 
137 
137 
131 
126 

125 
124 
122 
121 
120 
119 
119 
119 
119 
119 
119 
119 
118 
118 
118 
114 
118 
118 
118 
117 
117 

95 
116 
116 
114 
114 
113 
113 
113 
113 
113 


Number 
of  Correct 
Transla- 
tions 
of  Each 
Point 

30 

31 

27 

109 

7 

36 
54 
30 
70 
41 
44 
21 

30 

15 

20 

2 

46 
24 

41 
42 

36 

23 
II 

5 
20 

10 

14 

38 
20 
49 
57 
71 
23 
17 
ID 

15 
II 
10 

3 


Per  Cent 
Correct 

17.6 

18.8 

18.0 

56.4 

5.1 
26.2 
41.2 
25.1 

56.0 
331 
36.1 

17.3 
25.0 

12.6 

16.7 

'    1.6 

38.6 

20.1 

34-5 
35-2 
30.5 
19.4 

9.3 

4-3 
16.9 

8.4 
11.8 

32.4 
17.1 

51.S 
49.1 
61.2 
20.1 
14-9 

as 
13.3 
9.7 

8.8 

2.6 


P.  E. 
Values 

1.380 
1.313 
1-357 

—  -239 
2.425 

•945 

•330 

•996 

.224 

.648 

•527 

1-397 

1. 000 

1.699 

1-432 

3.182 

.430 

1.243 

.592 

.563 

-756 

1.279 

1.962 

2.546 

1.421 

2.044 

1-757 

.677 

1.409 

—  .056 

•033 

—  .422 

1-243 
1-543 
2.007 

1.649 
1.926 
2.007 
2.881 


Weight- 
ings 

3-73 
3.66 

3-71 
2.1 1 
4.78 
3-30 

2.68 

3-35 
2.58 

2.99 
2.88 

3-75 
3-35 
405 
3.78 

5-53 
2.78 

3.59 
2.94 
2.91 

3.11 
3.63 
4-31 
4.90 
3-77 
4.40 
4.11 
3-03 
3.76 
2.30 
2.38 
1.93 
3-59 
3-89 
4-36 
4.00 
4.28 
4-36 
S-23 


CONNECTED  LATIN  TEST 


49 


TABLE  25 — Continued 

Number 
Number  of  Correct 

of  Pupils  Transla- 

Attempt-  tions 

ing  Each  of  Each  Per  Cent  P.  E.  Weight- 

Points  Point  Point  Correct  Values  inga 

96  113  22  19.4  1.279  Z(>i 

97  113  17  I5-0  1.537  389 

98  112  12  10.7  1.843  4-19 

99  112  7  6.2  2.281  4.63 

100  112  5  4.3  2.546  3.90 

loi  112  22  19.6  1.269  3-62 

102  112  16  14.3  1.582  3.93 

103  112  4  3.5  2.686  5.04 

104  106  40  27-7  .464  2.82 

105  112  3  2.6  2.881  5.23 

106  112  38  33.0  .652  3.00 

107  Ill  35  31-5  714  3-07 

108  Ill  29  26.1  .949  3.30 

109  Ill  2  1.8  3.111  5.46 

from  the  first  point.  Table  25  gives  the  number  of  pupils  who 
attempted  the  Latin  corresponding  to  each  point,  the  number  who 
had  each  point  correct,  the  per  cent  who  had  each  point  correct,  the 
P.  E.  values  and  the  weightings  for  each  point.  In  tables  29-32  are 
given  the  results  for  all  the  schools. 

It  should  be  added  that  in  several  schools  an  unlimited  amount 
of  time  was  given  for  the  test  in  order  that  the  Latin  corresponding 
to  every  point  in  the  key  might  be  attempted  by  some  pupils.  Thus 
every  point  was  attempted  by  more  than  a  hundred  pupils.  The 
results  from  the  schools  which  had  unlimited  time  are  not  included. 

The  method  of  scoring  finally  adopted  in  the  Connected  Latin 
Test  was  based  upon  three  measures. 

I.  The  amount  attempted.  This  was  found  for  each  pupil  by 
taking  the  aggregate  of  the  scale  values  of  the  points  of  the  key  in 
the  amount  of  Latin  attempted  by  the  pupil  in  the  time  allowed. 

II.  The  amount  correct.  This  was  found  also  by  taking  the  ag- 
gregate of  the  scale  values  of  the  points  which  were  correct.  This 
could  be  done  very  rapidly  with  an  adding  machine. 

III.  Comprehension.  This  was  found  by  determining  the  per  cent 
correct  of  the  amount  attempted.  In  order  to  get  this  for  any  pupil 
it  was  necessary  only  to  divide  his  mark  for  the  amount  correct  by 
his  mark  for  amount  attempted. 


50  LATIN   IN   SECONDARY   SCHOOLS 

It  is  very  desirable  to  have  a  single  measure  with  which  to  ex- 
press a  pupil's  total  efficiency  or  that  of  an  entire  class.  It  is  of  so 
great  importance  to  have  such  a  measure  of  this  kind  that  some 
slight  sacrifice  in  statistical  accuracy  would  be  warranted  if  such  a 
measure  could  be  found.  Thus  far,  however,  no  satisfactory  method 
of  finding  a  single  coefficient  of  efficiency  has  been  discovered. 

TABLE   26 

ABILITY  TO  APPREHEND  THE  MEANING  OF  LATIN 

Connected  Latin  Test 

Distribution  Table  for  Amount  Attempted 

In  Terms  of  Number  of  Points  of  the  Key 

Amount  Number  of  Pupils 

Attempted  Year  II  Year  III  Year  IV 

0    5  ••  5 

I-  5   

6-10   2  2  I 

II-I5   23  S  4 

16-20  32  7  8 

21-25   54  12  9 

26-30  125  57  38 

31-35   68  44  30 

36-40  121  76  68 

41-45    41  41  43 

46-50   20  18  15 

51-55  14  15  16 

56-60  13  15  16 

61-65  3  8  8 

66-70  3 

71-75  I 

76-80  

81-85  I 

86-90  2  2 

91-95  I 

96-100  

It  has  been  necessary,  therefore,  to  express  the  pupils'  general 
efficiency  in  terms  of  two  marks — amount  correct  and  comprehen- 
sion. The  amount  correct  is  believed  to  be  a  rather  good  measure  of 
the  pupils'  ability.  When  there  is  added  to  this  the  mark  for  com- 
prehension, we  have  an  accurate  measure  of  ability,  although  it  is 
somewhat  cumbersome  by  being  expressed  by  two  separate  marks. 


CONNECTED  LATIN  TEST 


51 


The  amount  correct  indicates  what  the  pupil  can  do  correctly  in  the 
specified  time.  The  comprehension  indicates  his  degree  of  accuracy 
or  his  freedom  from  error  in  rendering  Latin  into  English.  A  high 
score  for  comprehension  would  indicate  that  the  pupil  had  correct 
about  all  that  he  did.  If  two  pupils  had  the  same  mark  for  amount 
correct,  but  one  had  a  high  mark  for  comprehension  and  the  other 

TABIiE  27 

ABILITY  TO  APPREHEND  THE  MEANING  OF  LATIN 

Connected  Latin  Test 

Distribution  Table  for  Amount  Qjrrect 

In  Terms  of  Number  of  Points  of  the  Key 


Amount 
Correct 
o   . 

I-  5  • 
6-10  . 

II-I5  • 
16-20  . 


21-25  . 

26-30  . 

31-35  • 

36-40  . 

41-45  • 

46-So  . 

51-55  • 

56-60  . 

61-65  • 

66-70  . 

71-75  . 

76-80  . 

81-85  . 

86-90  . 

91-95  • 
96-100 


Number  of  Pupils 

Year 

II 

Year  III 

Year  IV 

21 

8 

5 

71 

13 

3 

98 

24 

21 

90 

50 

19 

85 

67 

57 

90 

63 

44 

37 

46 

45 

20 

29 

41 

8 

6 

16 

2 

4 

7 

I 

•  • 

2 

I 

I 

I 

had  a  low  mark,  it  would  indicate  that  the  one  who  had  the  low 
mark  for  comprehension  attempted  a  good  deal  more  Latin  than  the 
other  and  consequently  was  inaccurate. 


52  LATIN   IN   SECONDARY   SCHOOLS 

General  Results  of  Connected  Latin  Test 

In  Tables  29-32  are  shown  the  main  facts  for  abihty  to  appre- 
hend the  meaning  of  Latin.  Table  32  gives  an  idea  of  the  results 
in  each  year  in  amount  attempted,  amount  correct  and  comprehen- 
sion. 

TABLE  28 

ABILITY  TO  APPREHEND  THE  MEANING  OF  LATIN 

Connected  Latin  Test 

Distribution  Table  for  Q)mprehension 

In  Terms  of  Number  of  Points  of  the  Key 

Number  of  Pupils 
Comprehension  Year  II  Year  III  YearlV 

o  25  7  5 

.01-  .05  25  6  I 

.06-  .10  24  12  2 

.11-  .15  43  II  7 

.16-  .20  33  13  7 

.21-  .25  36  21  9 

.26-  .30  35  27  8 

.31-  -35  35  22  16 

.36-  .40  35  19  20 

.41-  45  43  23  22 

.46-  .50  42  21  20 

.51-  .55  35  20  26 

.56-  .60  28  24  18 

.61-  .65  22  19  15 

.66-  .70  13  19  19 

.71.-  .75  18  14  16 

.76-  .80  7  10  10 

.81-  .85  13  8  16 

.86-  .90  9  8  14 

•91-  -95  2  6  4 

.96-1.00  2  2  5 

In  the  tables  referred  to,  the  distribution  of  amount  attempted, 
amount  correct  and  comprehension  is  given  in  terms  of  number  of 
points  of  the  key.  In  Table  32  are  given  the  class  averages  based  on 
the  individual  scores  of  all  the  pupils  in  each  year.  The  average 
score  for  all  the  pupils  of  Year  II  for  amount  attempted  is  equiva- 
lent to  the  aggregate  scale  values  of  the  first  thirty-seven  points  of 
the  test,  of  which  the  amount  correct  is  equivalent  to  the  aggregate 


CONNECTED  LATIN  TEST  53 

scale  values  of  the  first  ten  points  of  the  test.  This  gives  a  compre- 
hension of  twenty-eight.  In  other  words,  these  pupils  translated 
correctly  less  than  one-third  of  the  amount  which  they  attempted. 
For  all  pupils  of  Year  III,  the  amount  attempted  is  equivalent  to  the 
aggregate  scale  values  of  the  first  forty  points  of  the  test,  and  the 

TABLE  29 

ABILITY  TO  APPREHEND  THE  MEANING  OF  LATIN 

Connected  Latin  Test 

Class  Averages 

In  Terms  of  the  Scores  Made  by  Pupils 

YEAR  II 

Number  of          Amount             Amount  Compre- 

^"^   °°^                                            Pupils            Attempted           Correct  hension 

9   IS                     65.15                     7.65  -12 

26   16                    79-30                    7-67  -09 

6   12                    77.68                  12.28  .16 

17   34                   4426                  12.99  -29 

3   S                    5378                  13-79  -26 

23  19                   70.69                  16.86  .24 

4  9                   7346                  18.21  .25 

2  14                   75.67                  19-02  .25 

20  5                    59-17                  19-33  -33 

14  12                   61.02                 21.99  -36 

16  96                    54.14                 22.11  41 

18  20                   98.69                 22.14  -23 

31   42                   84.89                  22.83  '27 

24  10                   99-58                 23.61  .24 

19  II                    69.27                 26.69  .38 

12   23                    77.94                 27.14  .35 

7  II                    82.53                  27.75  -34 

10  15                   65.70                 28.04  -43 

21   19                   79-50                 3I-81  .40 

I   9                   76.87                  32.79  -43 

25  43                   83.29                 34-21  -41 

30  19                   74-07                  35-38  .48 

34  15                   65.83                  35-43  -54 

13   4                  103-99                 38-00  .36 

27  4                   56.45                  38.42  .68 

22  13                    78.71                  41-64  -53 

15   3                   88.81                  58.04  .65 

5  23                   84.16                 60.86  .72 

29  5                 1 12.61                 73-40  .65 


54  LATIN   IN   SECONDARY   SCHOOLS 

amount  correct  is  equivalent  to  the  first  twenty  points,  which  yields 
a  comprehension  of  forty-five.  At  the  end  of  the  fourth  year  the 
amount  correct  is  approximately  equivalent  to  the  aggregate  scale 
values  of  the  first  twenty-five  points  of  the  test.  Four  years  of 
study  have  thus  developed  an  average  ability  to  write  in  English 

TABLE  30 

ABILITY  TO  APPREHEND  THE  MEANING  OF  LATIN 

Connected  Latin  Test 

Class  Averages 

In  Terms  of  the  Scores  Made  by  Pupils 

YEAR  III 

Number  of        Amount              Amount  Compre- 

^'^^''"^                                           Pupils          Attempted            Correct  hension 

20  7                     32.26                   11.38  .35 

9   8                    72.10                   19.91  .28 

10    14                         60.55                       22.12  .37 

26  9                   74.40                 23.40  .31 

•    2    II                       119.67                       25.38  .21 

21    21                         89.14                       26.70  .30 

31    22                         58.56                      28.33  ul8 

14  6                 94.96               29,63  .31 

3  6                  42.50                30.22  .71 

18    20                       116.42                       32.20  .28 

16 40       S8.i8      3523  .61 

22  6       76.72      35.48  46 

4  7       96.60      37.38  .39 

25  26       80.82      38.11  .48 

27   I       92.18       3909  -42 

12  13       82.56       40.56  .49 

23  13       96.67       43.94  -45 

17  27        7382       43-99  .60 

6  4       115.89       44-51  .38 

29  2        79.33       44.73  -56 

30  5        77.25       45.5s  .59 

19  8       105.46       46.60  .44 

I  2       85.15       48.12  .55 

1^  I       56.67       52.84  .92 

7  14       164.95       55.28  .34 

5  10       83.00      56.70  .68 

34  3       II  1.83       56.78  .51 

24  4       10357       57.92  .56 

13  2       108.91       67.02  .62 


CONNECTED  LATIN  TEST  55 

in  fifteen  minutes  the  thought  of  a  Httle  less  than  fifteen  hnes  of 
Latin  of  the  difficulty  of  that  represented  in  this  test,  with  about 
eight  and  a  half  lines  correct. 

Improvement  in  Two  Years 
We  may  next  consider  the  improvement  made  from  year  to  year. 
It  would  appear  from  Table  32  that  from  the  end  of  the  second  year 

TABLE  31 

ABILITY  TO  APPREHEND  THE  MEANING  OF  LATIN 

Connected  Latin  Test 

Class  Averages 

In  Terms  of  the  Scores  Made  by  Pupils 

YEAR  IV 

Number  of      Attempted          Amount  Compre- 

^*^^°°^                                             PupUs             Amount             Correct  hension 

27    4                     40.54                   21.58  .53 

9   6                     45-22                   21.74  48 

3  3                   95-i6                 23.65  .25 

26  7                   61.93                 27.63  45 

18  19                 120.15                 3138  -26 

16  29                  52.98                 3332  .63 

31   17                  55.18                 34-o6  .62 

4  5                 113.36                 37-47  -33 

20  5                   76.68                 38.92  .51 

21   9                 118.70                 42.73  -36 

12  8                   99.71                  43-03  .43 

2  13                   90.71                  43.24  -48 

14  II                   84.18                 44.73  -53 

2Z  5                 103.53                 45.34  -44 

6 4                108.92                45.62  .42 

24  7                 106.05                 49.30  .46 

19  5                 107.18                 49.50  .46 

22  8                  79.61                 51.57  -65 

17  2,7                  93.24                 52.21  .56 

10  8                   78.84                 53.09  -67 

25  7                   88.65                 54.39  -61 

30  7                  83.88                 58.71  -70 

5  12                  87.29                 60.72  .70 

34  I                    75.34                 63.20  .84 

15   5                   95-94                 65.12  .68 

7   9                  121.86                 70.86  .58 

I    5                   88.49                 70.89  .80 

29  I                    77.38                 73.51  .95 

13  4                129.77                85.23  .66 


56  LATIN   IN  SECONDARY   SCHOOLS 

to  the  end  of  the  third  year,  there  is  some  improvement.  The  pupils 
of  the  third  year  attempted  somewhat  more  Latin,  and  had  a  some- 
what larger  amount  correct.  The  improvement  in  comprehension  is 
represented  by  an  increase  from  twenty-eight  to  forty-five.  During 
the  fourth  year  there  seems  to  be  only  a  very  slight  increase  in 
ability.    In  terms  of  comprehension  this  means  that   fourth  year 

TABLE  32 

CONNECTED  LATIN  TEST 

Record  of  Improvement 

In  Terms  of  the  Scores  Made  by  Pupils 

CLASS  AVERAGES! 


:xz 


Yg^j.  Amount  Amount  Compre- 

Attempted  Correct  henslon 

n    79.32  22.13  .28 

HI  90.07  40.67  .45 

IV    94-9-2  49.00  .52 

1  See  footnote,  Table  14. 

pupils  can  get  correct  twenty-four  per  cent  more  of  what  they  write 
than  can  second  year  pupils.  This  seems  hardly  adequate  as  a 
result  of  two  years  of  intensive  study  of  Latin. 

Conclusion  Concerning  Ability  to  Apprehend  the 
Meaning  of  Latin 
From  these  facts  one  conclusion  is  inevitable.  These  secondary 
schools,  which  are  well  representative  of  all  such  schools  in  the 
State,  and  probably  of  secondary  schools  in  general  everywhere, 
are  succeeding  in  developing,  as  a  result  of  four  years'  work, 
a  little  more  than  fifty  per  cent  accuracy  in  expressing  Latin  in 
English.  In  individual  schools  it  falls  as  low  as  25,  26,  33  and  36 
per  cent.  As  a  result  of  so  great  inaccuracy  it  naturally  follows  that 
the  amount  of  the  thought  of  easy  narrative  Latin  which  pupils 
who  have  studied  the  subject  four  years  are  able  to  express  correctly 
in  Engli.sh  in  a  given  time  is  extraordinarily  meager.  Here  is  defi- 
nite objective  evidence  that  high  school  pupils  in  general,  in  this 
State  at  least,  under  our  present  methods  of  teaching,  are  incapable 
of  rapid,  intelligent  apprehension  of  the  thought  of  ordinary  easy 
Latin.  In  view  of  these  facts,  the  teaching  of  Latin  as  now  con- 
ducted in  these  secondary  schools  must  be  regarded  as  highly  unsat- 
isfactory. 


CHAPTER  VII 

LATIN  GRAMMAR  TEST 

The  Latin  Grammar  Test  measured  the  pupils'  ability  to  describe 
and  classify  Latin  constructions. 

The  Test 
Directions  to  pupils: 

In  the  sentences  given  below — 

(a)  Give  the  names  of  the  constructions  represented  by 
the  words  in  italics. 

(b)  Explain  in  each  case  the  reason  for  the  use  of  the 
construction,  i.  e.,  give  in  your  own  words  the  rule  governing  it. 

Translations  of  sentences  are  supplied. 

EXAAIPLE:— 

Galba  agricola  agrum  habet. 
(Galba,  the  farmer,  has  a  field.) 

(a)  Construction:  noun  in  the  appositive  case  agreeing 
with  Galba. 

(b)  Reason:    an  appositive  agrees  in  case  with  the  noun 
which  it  limits. 

1.  Multis  interfectis,^6f}pidum  expugna.\'mius. 
(Although  many  had  been  killed,  we  took  the  town  by  storm.) 

(a)  Construction: 

(b)  Reason : 

2.  Multos  annos  bellum  gesserunt. 
(They  have  waged  war  for  many  years.) 

(a)  Construction: 

(b)  Reason : 

3.  Agricolae  boni  equis  f«iiHeiilUni  dabunt. 
(The  good  farmers  will  give  grain  to  the  horses.) 

(a)  Construction: 

(b)  Reason: 


58  LATIN   IN  SECONDARY   SCHOOLS 

4.  Viri  constantia  magna  pugnant. 

(The  men  fight  with  great  steadfastness.) 

(a)  Construction: 

(b)  Reason:  v^ 

5.  Dixit  Belgas  unam  partem  incolere.  C*^^^*^^^  "        u^VclU^  y 
(He  said  that  the  Belgians  inhabit  one  part.) 

(a)  Construction: 

(b)  Reason: 

6.  Castra  consuluni  a  nostris  paucis  diebus  capientur. 

(The  camp  of  the  consuls  will  be  taken  by  our  men  in  a  few  days.) 

(a)  Construction: 

(b)  Reason: 

7.  Viro  erat  pulcherrima  domus. 
(The  man  had  a  very  beautiful  house.) 

(a)  Construction : 

(b)  Reason:  .N 

8.  Galli  copiis  Romanis  inimici  erant.    {C>cx\\'^\  ■    ^  "^^j__>' 
(The  Gauls  were  hostile  to  the  Roman  forces.) 

(a)  Construction ; 

(b)  Reason: 

.  .Q'.'r'.-''  .  .         .... 

9.  Die  mihi  q«et-milites  smt  ni  illis  castris. 

(Tell  nie  how  many  soldiers  are  in  that  camp.) 

(a)  Construction : 

(b)  Reason : 

10.  Viros  subsidio  exercitui  misit. 

(He  sent  themen  as  an  aid  to  the  army.) 

(a)  Construction: 

(b)  Reason: 

11.  Legatio  Roma  venit  quae  voluntatem  regis  cognoscat. 
(The  embassy  came  from  Rome  to  learn  the  wish  of  the  king.) 

(a)  Construction: 

(b)  Reason : 

12.  Sta^inr  imperator  iussit  nuntios  quam  celerrimos  litteras 

Romam  portare.      '.^>"  '.^ - 1    v '  -    n ^  f  ''■'■i'  ^'  *- ^  '^  ^ 
(The  commander  immediately  ordered  the  messengers  to  take  the 
letters  to  Rome  as  quickly  as  possible.) 

(a)  Construction : 

(b)  Reason : 


LATIN  GRAMMAR  TEST  59 

13.  Te  tuo  loco  demovere  potuerunt. 

(They  were  able  to  remove  you  from  your  place.) 

(a)  Construction: 

(b)  Reason: 

14.  Galli  Romanes  magnitudine  corporum  superant. 
(The  Gauls  surpass  the  Romans  in  size  of  body.) 

(a)  Construction: 

(b)  Reason: 

15.  Ne  moremur  in  urbe  totam  noctem. 
(Let  us  not  delay  all  night  in  the  town.) 

(a)  Construction: 

(b)  Reason: 

16.  Non  multi  erant  qui  sine  ullo  vulnere  cffugerent. 
(There  were  not  many  who  escaped  without  any  wound.) 

(a)  Construction: 

(b)  Reason: 

17.  Utinam  ille  omnis  secum  copias  eduxisset. 
(Would  that  he  had  led  forth  all  his  forces  with  him.) 

(a)  Construction : 

(b)  Reason:  ^.  ,  -^.^ 

18.  Nisi  in6pia  telorum  fuisset  oppugnatione-m-sustinuissent. 
(If  there  had  not  been  a  lack  of  weapons,  they  would  have  with- 
stood the  siege.) 

(a)  Construction: 

(b)  Reason: 

19.  Hostes  in  silvas  fugerunt  ut  a  nostris  militibus  non 

viderentur. 
(The  enemy  fled  into  the  forest  so  that  they  were  not  seen  by  our 
soldiers.) 

(a)  Construction: 

(b)  Reason:  ^^.^ 

20.  Cum  legio  in  proelium  fortiter  isset,  hostibus-  non  diutissime 

restitit.      .^'-c  '.\  l'-l  f  • 
(Although  the  legion  had  gone  bravely  into  battle,  it  did  not  very 
long  restrain  the  enemy.) 

(a)  Construction: 

(b)  Reason: 


6o 


LATIN   IN   SECONDARY   SCHOOLS 


TAIJLE  33 

ABILITY  IN  LATIX  GRAMMAR 
Distribution  Table  for  Number  of  Constructions  Correct 


Number  of 
Constructions 


0 

I 

2 

3 
4 
5 
6 

7 
8 

9 

10 

II 

12 

13 
14 
15 
i6 

17 
i8 

19 

20 


Yearl 

•  254 
.      ii6 

73 
6o 
41 

•  32 

22 
26 

21 

29 

i6 

10 

8 
4 

2 
I 


Number  of  Pupils  Tested 7^5 

Median  Number  of  Constructions 

Correct    1.892 

25   Percentile    704 

75   Percentile    4.81 1 

Quartile  2.054 


Number  of  Pupils 
Year  II 

116 

64 

45 
54 
50 
40 
32 

41 
26 

31 
22 

21 
12 
II 

6 

7 

3 

4 

4 

2 


591 


arlll 

Year  IV 

18 

9 

15 

20 

21 

14 

31 

14 

31 

26 

21 

17 

30 

17 

28 

26 

26 

12 

24 

26 

22 

12 

19 

19 

17 

13 

16 

19 

20 

II 

10 

10 

8 

12 

4 

M 

I 

ID 

2 

■  6 

364 


304 


4-330 

7-536 

8.750 

1.496 

4- 1 94 

4-731 

8.481 

11.316 

13.158 

3-493 

3.561 

4.214 

LATIN  GRAMMAR  TEST  6i 


TABLE  34 

ABILITY  IN  LATIN  GRAMMAR 
Number  of  Pupils  in  Each  Year  Who  Answered  Each  G^nstruction 

Correctly 

Construction  Year  I  Year  II    Year  III  Year  IV 

1  207  366  300  231 

2  217  287  258  219 

3  233  229  191  181 

4  204  243  206  170 

5  136  260  230  157 

6  100  196  161  137 

7  124  126  165  156 

8  127  113  109  188 

9  8s  128  158  157 

10  104  175  142  103 

11  74  145  108  98 

12  66  135  107  100 

13  57  97  no  113 

14  82  75       81  84 

15  58  42       70  95 

16  14  46       97  91 

17  20  36       73  112 

18  13  25  105  127 

19  46  70       65  41 

20   38  29       50  44 


62  LATIN  IN   SECONDARY   SCHOOLS 


TABLE  35 

ABILITY  IN  LATIN  GRAMMAR 

Per  Cent  of  Pupils  in  Each  Year  Who  Answered  Each  Construction 

Correctly 

Construction                                     Year  I  Year  II              Year  III          Year  IV 

1    29.0  61.8  82.4  76.0 

2    30.3  48.5  70.9  72.0 

3    32.6  38.7  52.5  59-5 

4    28.S  41. 1  56.6  55.9 

5    19.0  44-0  63.2  51.6 

6    14-0  33-1  44-2  45-1 

7   17-6  21.3  45.3  51.3 

8  17.8  19.1  29.9  61.8 

9    11.9  21.7  43.4  SI.6 

10    14.5  29.6  39.0  33.9 

11    10.3  24.5  29.7  32.2 

12    9.2  22.8  29.4  32.9 

13    8.0  16.4  30.2  37.2 

14    11.5  12.7  22.3  27.6 

15    8.1  7.1  19.2  31.3 

16    2.0  7.8  26.6  29.9 

17    2.8  6.1  20.1  36.8 

18    1.8  4.2  28.8  41.8 

19    6.4  1 1.8  17.9  13.5 

20   5-3  4.9  137  145 


LATIN  GRAMMAR  TEST 


63 


TABLE  36 

ABILITY  IN  LATIN  GRAMMAR 

P.  E.  Equivalents  of  the  Difference  Between  Fifty  Per  Cent  and  the  Per 

Cent  in  Each  Year  Who  Answered  Each  Construction  Correctly 

Construction                          Year  I                  Year  II  Year  III  Year  IV 

1    0.820                 — 0.445  — 1-380  — 1.047 

2    0.765                     0.056  — 0.816  — 0.864 

3    0.669                     0.422  — 0.093  —0.357 

4    0.842                       0.334  — 0.246  — 0.220 

5    1.302                        0.224  — 0.500  — 0.059 

6  1.602                 0.648  0.216  0.183 

7   1.380                   1. 181  0.17s  — 0.048 

8   1.368                  1.296  0.782  — 0.445 

9   1.749                  i-i6o  0.246  — 0.059 

10  1569                  0.795  0.414  0.616 

11   1.875                  I-024  0.790  0.685 

12   1.971                  1. 105  0.803  0.656 

13   2.083                  1450  0.769  0.484 

14   1.780                  1.692  1. 130  0.882 

15   2.074                  2.177  1.291  0.723 

16   3.044                  2.103  0.927  0.782 

17   2.834                  2.293  1-243  0.500 

18   3.11 1                   2.562  0.829  0.307 

19   2.257                   1.757  1.363  1.636 

20   2.397                   2.453  1.622  1.569 


TABLE  37 

ABILITY  IN  LATIN  GRAMMAR 
Final  Scale  Values  of  Constructions 


Construction 
I    


2 
3 
4 
5 
6 

7 
8 

9 

10 


Scale  "Value 
...    I. II 


1.37 
1-75 
1.76 
1.80 
2.24 
2.25 
2.31 

2.33 
2.46 


Construction 
II    


12 
13 
14 
15 
16 

17 
18 

19 
20 


Scale  Value 

. . .  2.76 

. ..  2.78 

-..  2.79 

-  ■  3-01 

-..  3-15 

-  ..  3-21 

-•-  3-22 

-•-  329 

■  ••  3-34 

. ..  3.60 


64 


LATIN   IN   SECONDARY   SCHOOLS 


TABLE   38 

ABILITY  IN  LATIN  GRAMMAR 

Average  Scores  by  Schools 

YEAR  I 


School 

17  .. 

27  •• 

I  .  , 

14  .. 

9  •• 

6  .. 
23  .. 

32  ■■ 

3  •• 

19  .. 

30  .. 
12  . . 

31  •• 

7  •• 
26  .. 


Average  Score 

07 

19 

30 

•  ■  •      -37 

...      .36 
28 

...      .46 

...      .50 

...      .56 

...      .50 

...      .71 

...      .87 

...      .87 

...      .91 

...      .90 


School 

10  . . 

4  .. 

35  •• 

16  .. 

21  . . 

20  .  . 

24  .. 

13  •• 

11  .  . 
22 
29  .. 

33  •• 

34  •• 

25  •• 

5  •• 


Average  Score 

1.09 

....  1. 16 

.  ...  1. 14 

...  1.20 

60 

1.20 

.  ..  1.25 

.  ..  1.37 

1. 12 

1.69 

...  1.72 

...  I .76 
2.24 

.  .  .  2.24 

••■  2.33 


TABLE  39 

ABILITY  IN  LATIN  GRAMMAR 

Average  Scores  by  Schools 

YEAR  II 


School  Average  Score 

14  59 

27  85 

18  92 

23  1.05 

7  109 

6  1. 16 

17  I.I7 

16  1.22 

9  1. 18 

26  1.29 

2  1.27 

3  1.49 

4  1.64 

32  1.63 

31  1.63 

I  1.66 

13  1.72 


School  Average  Score 

20  1. 81 

10  1.73 

33  1.87 

35  1-83 

30  1.86 

25  1.85 

19  1.98 

22  2.07 

11  2.09 

21  2.17 

34  2.29 

8  2.28 

29  2.29 

12  2.3s 

24  2.39 

5  2.79 

15  301 


LATIN  GRAMMAR  TEST 


65 


TABLE  40 

ABILITY  IN  LATIN  GRAMMAR 
Average  Scores  by  Schools 

YEAR  III 


School 

14  .. 

17  •• 

18  .. 

20  .  . 

6  .. 

27  .. 

23  .. 

7  ■• 
33  ■■ 

3  • 
2  .. 
I  . . 

4  •• 

32  .. 

25  •■ 

21  . . 

9  •• 


Average  Score 

23 

1.46 

....  1.66 

....  1.65 

—  1.64 

. ...  I.7S 

1.72 

....  1.66 

, ...  1.80 

. ...  1.82 

1.92 

2.00 

2.07 

2.06 

2.10 

2.13 

. . . .  2.19 


School 

11  . . 
26  .. 

35  •• 

10  . . 

34  •• 

12  . . 
16  .. 
24  .. 

13  •• 

30  .. 
19  .. 
15  ■■ 

5  •  ■ 

22  . . 

8  .. 

29  .. 

31  •• 


Average  Score 

2.24 

. ...  2.28 

2.25 

. ...  2.34 

....  2.59 

2.52 

. ...  2.57 

2.52 

2.70 

2.61 

2.67 

2.67 

2.76 

2.91 

. ...  3.00 
. ...  3.01 
2.30 


School 

20  .  . 

18  .. 

6  .. 

3  •• 
17    .. 

26  .. 

21  . . 
2  .  . 
9  .. 

16   .. 

27  .. 
32    . 

23  • 
31    • 

24  ., 

4  . 
8   . 


TABLE  41 

ABILITY  IN  LATIN  GRAMMAR 
Average  Scores  by  Schools 

YEAR  IV 


Average  Score 

. ...  3.10 

1.23 

. ...  1.50 

. ...  1.74 

,  ...  I.91 

1.96 

. .  . .  2.03 

2.06 

. ...  2.08 

2.07 

,  . .  .  2.14 

2.25 

....  2.18 

2.26 

2.27 

. ...  2.33 
2.41 


School 

7  •• 
13  ■■ 
10  . . 

35  •■ 
19  .. 


I 
22 

25 
30 
12 

II 
34 
33 
15 
5 
29 


Average  Score 
2.46 

...  2.66 

. ...  2.65 

2.46 

2.76 

2.72 

. ..  2.73 

, ...  2.74 

. ...  2.74 

. ...  2.77 

. ...  2.82 

. ...  2.79 

. ...  3.01 

....  2.99 

....  3-15 

•  .••  3-34 


66  LATIN   IN   SECONDARY   SCHOOLS 

TABLE  42 

ABILITY  IN  LATIN  GRAMMAR 

Record  of  Improvement 

In  Terms  of  the  Scores  Made  by  Pupils 

CLASS  AVERAGES! 

I 


Year                                  Class  Averages 
I    MI 

11    1-59 


Year  Class  Averages 

III    2.13 

IV    2.27 


1  See  footnote,  Table  14. 

Conclusion  Concerning  Ability  in  Grammar 

An  examination  of  the  data  shows  that  the  Latin  Grammar  Test 
was  too  difficult  for  first  year  pupils.  There  is  a  very  large  group 
who  failed  to  get  a  single  construction  correct  and  a  smaller  but 
relatively  large  group  who  had  but  one  construction  correct.  In 
the  second  year  a  considerable  number  had  none  right.  The  test 
seemed  fairly  well  adapted  to  the  third  and  fourth  year  pupils. 

The  futility  of  the  work  in  formal  grammar  is  well  set  forth  in 
Tables  38-42.  It  will  be  seen  by  examining  Table  38  that  seventeen 
schools  failed  to  get  an  average  score  as  high  as  the  scale  value 
of  the  easiest  construction.  In  the  second  year  eighteen  schools  had 
an  average  score  which  was  less  than  the  scale  value  of  the  third 
construction.  In  the  first  year  no  school  had  a  score  as  high  as  the 
scale  value  of  the  tenth  construction.  In  the  second  year  the  best 
school  had  an  average  score  identical  with  the  scale  value  of  the 
fourteenth  construction.  The  class  average  of  all  pupils  in  the 
first  year  was  identical  with  the  scale  value  of  the  easiest  construc- 
tion. In  the  second  year  the  class  average  was  slightly  larger  than 
the  scale  value  of  the  second  construction.  All  third  year  pupils 
averaged  about  as  high  as  the  value  of  the  sixth  construction.  In 
the  fourth  year  the  class  average  is  approximately  the  same  as  the 
value  of  the  seventh  construction. 

One  can  but  be  surprised  at  the  meagerness  of  the  result,  on  the 
whole,  in  this  test.  The  constructions  nearly  all  come  within  the 
range  of  first  year  Latin  and  it  would  seem  as  though  the  majority 
of  pupils  in  third  and  fourth  years  ought  to  answer  them  all.  The 
average  in  none  of  the  four  years  is  half  the  number  of  construc- 
tions. Formal  knowledge  of  construction,  it  will  be  remembered, 
is  a  thing  which  these  schools  make  to  a  large  degree  the  end  and  aim 
of  Latin  instruction,  and  it  seems  clear  that  when  less  than  nine  out 
of  twenty  is  the  average  for  300  pupils  after  four  years'  work, 
there  must  be  waste  in  the  process. 


CHAPTER  VIII 

LATIN  VOCABULARY  TEST 
Nature  of  the  Test 

In  the  Latin  Vocabulary  Test  the  same  plan  was  carried  out  as 
in  the  grammar  test.  The  method  of  scoring  was  the  same  as  in  the 
case  of  the  grammar  test.  The  words  of  the  vocabulary  test  were 
chosen  from  a  list  of  words  found  in  each  of  seven  Latin  begin- 
ners' books  in  common  use. 

The  test  is  reproduced  below. 

Latin  Vocabulary  Test 


I. 

semper 

14. 

inopia 

27. 

numquam 

40. 

cotidie 

2. 

proelium 

15- 

prope 

28. 

fio 

41. 

fortis 

3- 

facio 

16. 

dom.us 

29. 

accipio 

42. 

timeo 

4. 

spes 

17. 

fossa 

30. 

post 

43. 

scutum 

5- 

vallum 

18. 

nihil 

31- 

murus 

44. 

scio 

6. 

capio 

19. 

saepe 

22. 

regnum 

45. 

hostis 

7. 

auxilium 

20. 

miles 

2>?,- 

gero 

46. 

ipse 

8. 

supero 

21. 

hiems 

34- 

bene 

47- 

munio 

9- 

pilum 

22. 

salus 

35- 

annus 

48. 

quisquam 

10. 

etiam 

23- 

aliquis 

36. 

acies 

49- 

copia 

11. 

intellego 

24. 

vinco 

2,7. 

pedes 

50. 

pax 

12. 

quaero 

25- 

pervenio 

38. 

periculum 

13. 

iubeo 

26. 

nolo 

39- 

Conor 

TABLE  43 

ABILITY  IN  LATIN  VOCABULARY 
Distribution  Table  for  Number  of  Words  Correct 


Number  of 
Words 
0    


I 
2 

3 
4 

5 
6 

7 


Year  I 

Year 

8 

4 

9 

I 

5 

2 

4 

2 

8 

I 

9 

6 

2 

13 

Number  of  Pupils 
Year  III 


Year  IV 


68 


LATIN  IN   SECONDARY   SCHOOLS 


TABLE  43 — Continued 


Number  of 

Words  Year  I 

8  10 

9  12 

10  10 

u  7 

12  8 

13  7 

M  7 

15  8 

i6  7 

17  8 

i8  4 

19  6 

20  6 

21  6 

22  7 

23  10 

24  5 

25  7 

26  7 

27  8 

28  II 

29  12 

30  5 

31  6 

32  12 

33  II 

34  13 

35  12 

36  10 

37  8 

38  II 

39  17 

40  15 

41  13 

42  13 

43  12 

44  4 

45  3 

46  5 

47  2 

48  2 


Number  of  Pupils 
Year  II  Year  III 

I 


I 
I 
I 
I 
I 

I 

2 
I 


I 
2 
I 
2 
2 
I 

4 
5 
4 
8 
10 
2 

7 
8 

3 

9 

9 

13 

12 

9 

12 

12 

II 

8 

II 

I 

9 


Year  IV 


2 
3 

I 
2 
2 

4 
3 
3 
3 
II 
8 

ID 

9 
13 

5 
16 

9 

6 


4 
I 

4 

7 

9 

12 

9 

10 

II 

5 

7 

10 
2 
4 


LATIN  VOCABULARY  TEST  6^ 

TABLE  43 — Continued 

Number  of  Number  of  Pupils 

Words                                               Year  I  Year  II           Year  III  Year  IV 

49    6                       4                       2 

50   6                     I                     1 

Number  of  Pupils  Tested 409  211                  117                  104 

Median  Number  of  Words 

Correct    27.063  39-3o8  42.500  42.000 

25  Percentile 12.156  31-938  40.386  39-444 

75  Percentile 37-344  43-875  46.422  4S-OOO 

Quartile    12.594  5-969  3-Oi8  2.778 

TABLE  44 

ABILITY  IN  LATIN  VOCABULARY 

Number  of  Pupils  in  Each  Year  Who  Gave  the  Correct  Meaning 

of  Each  Word 

Word  Year  I 

1    287 

2     292 

3  320 

4  321 

5  265 

6  288 

7  286 

8  251 

9   264 

10   290 

11    296 

12    320 

13    270 

14   273 

15    218 

16   253 

17    235 

18   198 

19   253 

20   249 

21    177 

22    169 

23  272 

24  220 

25  239 

26  243 


Year  II 

Year  III 

Year  IV 

190 

115 

83 

187 

115 

81 

200 

115 

83 

198 

117 

83 

185 

113 

83 

194 

"5 

80 

194 

117 

80 

190 

"3 

80 

184 

no 

80 

190 

115 

81 

JS3 

93 

68 

198 

112 

80 

195 

no 

81 

192 

112 

80 

18s 

115 

83 

193 

108 

79 

154 

TOO 

78 

181 

III 

79 

184 

109 

72 

175 

no 

76 

180 

III 

81 

164 

104 

81 

149 

95 

74 

170 

105 

72 

171 

92 

76 

160 

lOI 

73 

70  LATIN   IN  SECONDARY   SCHOOLS 

TABLE  44 — 'Continued 


Word  Year  I 

27    179 

28    203 

29    173 

30    204 

31    182 

32    246 

33    145 

34    188 

35    162 

36    162 

37    149 

38    202 

39    331 

40   188 

41    129 

42    134 

43    146 

44    93 

45    71 

46   41 

47    53 

48    44 

49    22 

50    48 


TABLE  45 

ABILITY  IN  LATIN  VOCABULARY 
Per  Cent  of  Pupils  in  Each  Year  Who  Gave  the  Correct  Meaning 

for  Each  Word 

Word  Year  I 

1    70.2 

2    71-4 

3    78.2 

4    78.5 

5    64.8 

6    70.4 

7    69.9 

8   61.4 

9    64.5 

10    70.9 


Year  II 

Year  III 

Year  I 

152 

III 

83 

164 

108 

76 

172 

lOI 

73 

157 

91 

69 

170 

lOI 

82 

131 

87 

73 

155 

95 

70 

172 

96 

64 

159 

92 

73 

138 

78 

52 

134 

91 

67 

139 

81 

55 

181 

114 

80 

121 

68 

55 

116 

81 

61 

125 

72 

62 

143 

77 

60 

81 

88 

68 

100 

71 

54 

103 

60 

64 

82 

68 

49 

86 

45 

18 

62 

61 

44 

198 

45 

45 

Year  II 

Year  III 

Year  IV 

90.5 

98.3 

79.8 

89.0 

98.3 

77.9 

95-2 

98.3 

79.8 

94-3 

1 00.0 

79-8 

88.1 

96.6 

78.8 

93-2 

98.3 

76.9 

92.3 

1 00.0 

76.9 

90.5 

96.6 

76.9 

87.6 

94.0 

76.9 

90.5 

98.3 

77-9 

LATIN  VOCABULARY  TEST  71 

TABLE  45 — Continued 


Word  Year  I 

11  72.4 

12  78.2 

13  66.0 

14  66.7 

15  53-3 

16  61.9 

17  57.5 

18  48.4 

ig  61.9 

20  60.9 

21  43.3 

22  413 

23   66.5 

24  53-8 

25  58.4 

26  59-4 

27   43-8 

28  49-6 

29  42.3 

30  49-9 

31  44-5 

32    60.1 

33    35-5 

34  46.0 

35  39.6 

36  39-6 

37   36.4 

38  49-4 

39  80.9 

40  45-9 

41  3I-S 

42  32.8 

43  37.5 

44  22.7 

45  174 

46  lO.O 

47  13-0 

48  10.8 

49  • 5-4 

50  1 1.7 


Year  II 

Year  III 

Year  IV 

72.9 

79-5 

65.4 

94.3 

95-7 

76.9 

92.9 

94.0 

77-9 

91.4 

95-7 

76.9 

88.1 

98.3 

79.8 

91.9 

92.3 

76.0 

73-3 

85.5 

750 

86.2 

94-9 

76.0 

87.6 

93-2 

69.2 

83.3 

94-0 

73-1 

85.7 

94-9 

77.9 

78.1 

88.9 

77-9 

71.0 

81.2 

71.2 

81.0 

89.7 

69.2 

81.4 

78.6 

73-i 

76.2 

86.3 

70.2 

72.4 

94-9 

79.8 

78.1 

92.3 

73-1 

81.9 

86.3 

70.2 

74.8 

77.8 

66.3 

81.0 

86.3 

78.8 

62.4 

74-4 

70.2 

73.8 

81.2 

67.3 

81.9 

82.1 

61.5 

75-7 

78.6 

70.2 

65.7 

66.7 

50.0 

63.8 

77.8 

64.4 

66.1 

69.2 

52.9 

86.2 

97-4 

76.9 

57.6 

58.1 

52.9 

55-2 

69.2 

58.7 

59-5 

61.5 

59.6 

68.1 

65.8 

57-7 

38.6 

75-2 

65-4 

47.6 

60.7 

51-9 

49.0 

51-3 

61.5 

39-0 

38.1 

47.1 

41.0 

38.5 

17.3 

29-5 

52.1 

42.3 

94-3 

28.S 

43-3 

72 


LATIN   IN   SECONDARY   SCHOOLS 


TABLE  46 

ABILITY  IN  LATIN  VOCABULARY 

P.  E.  Equivalents  of  Differences  Between  Fifty  Per  Cent  and  the  Per  Cent 

in  Each  Year  Who  Gave  the  Correct  Meaning  for  Each  Word 

Word  Year  I  Year  II  Year  III  Year  IV 

1    —0.786  —1.944  —3-146  —1.238 

2    —0.838  — 1.819  —3.146  —1. 140 

3    —1. 155  —2.468  —3.146  —1.238 

4    —1. 170  —2.344                      —1.238 

5    —0.563  —1.749  —2.706  —0.786 

6    —0.795  —2.211  —3.146  — 1.091 

7    —0.773  — 2.114                      — 1.091 

8    —0.430  —1.944  —2.706  — 1.091 

9    —0.551  -1.713  —2.305  — 1.091 

10    — 0.816  — 1.944  — 3.146  — 1.140 

11    — 0.882  — 0.904  — 1.222  — 0.588 

12    — I.I55  —2.344  —2.546  — 1.091 

13    —0.612  —2.177  —2.305  —1. 140 

14    — 0.640  — 2.026  — 2.546  — 1.091 

15    —0.123  —1.749  —3.146  —1.238 

16    —0.449  —2.074  — 2.114  —1047 

17   — 0.280  — 0.922  — 1.569  — i.ooo 

18   0.059  — i.6i6  — 2.425  — 1.047 

19   —0.449  —1.713  — 2.211  —0.744 

20   —0.410  —1.432  —2.305  —0.913 

21    0.250  —1.582  —2.425  —1. 140 

22   0.326  —1. 150  —1.811  —1149 

23    —0.632  — 0.820  — I-3I3  — 0.829 

24    — 0.141  —1.302  —1.875  —0.744 

25    —0.315  —1.324  —1. 176  —0.913 

26   —0.353  -1.057  —1.622  —0.786 

27    0.231  —0.882  —2.425  —1.238 

28   0.015  —1. 150  —2. 1 14  —0.913 

29   0.288  — 1.351  —1.622  —0.786 

30   0.004  — 0.991  — 1.13s  — 0.624 

31    0.205  —1.302  — 0.624  —1.186 

32   —0.380  —0.468  —0.972  —0.786 

33    0.551  —0.945  -1.313  —0.665 

34    0.149  —1.351  —1.363  —0.434 

35    0.391  —1033  —1. 176  —0.786 

36    0.391  — 0.600  — 0.640                     

37    0516  —0.523  —1.135  —0.547 

38   0.022  — 0.616  — 0.744  — 0.108 

39    —1.296  — 1.616  —2.881  — 1.091 


LATIN  VOCABULARY  TEST 


73 


TABLE  46 — Continued 


Word  Year  I 

40  0.041 

41  0/M 

42  0.660 

43  0.543 

44  I. no 

45  I-93I 

46  1.900 

47  1-670 

48  1.835 

49  2-384 

50  1.765 


Year  II 
.284 
.194 

.357 
.698 
0.430 
0.089 
0.037 
0.414 
0.337 
0.799 
■2.344 


Year  III 

-303 

5.744 

'-434 

1.603 

— 1.009 
3.403 
).048 

'.303 

0.434 

-0.078 

0.434 


Year  IV 
.108 
1.322 
-0.360 
3.288 
3.588 
3.071 

».434 
0.108 
O.IOO 

0.288 
0.250 


Word 

1  . 

2  . 

3  - 

4  • 

5  • 

6  . 

7  • 

8  . 

9  • 

10  . 

11  . 

12  . 

13  - 

14  . 

15  - 

16  . 

17  • 

18  . 

19  . 

20  . 

21  . 

22  . 

23  • 

24  . 

25  - 


TABLE  47 

ABILITY  IN  LATIN  VOCABULARY 
Final  Scale  Values 


Scale  Value 

.  .  .  2.70 

...  2.73 

...  2.85 

...  2.86 

...  2.87 

. ..  2.88 

. ..  2.89 

. . .  2.90 

. ..  2.91 

. . .  2.92 

. ..  2.93 

•  • .  2.94 

. ..  2.97 

. ..  2.98 

...  308 

. ..  3.12 

. ..  3-23 

.-•  3.25 

. ..  3.27 

...  3.28 

..  3.32 

. ..  3.33 

. ..  3.34 

...  3-35 

. ..  3.36 


Word 

26  . 

27  . 

28  . 

29  • 

30  . 

31  - 

32  ■ 

33  - 

34  • 

35  • 

36  . 

37  - 

38  . 

39  • 

40  . 

41  . 

42  . 

43  . 

44  - 

45  • 

46  . 

47  - 

48  . 

49  - 

50  . 


Scale  Value 

-..  3-37 

■  ■■  3-45 

. ..  3-50 

...  3.51 

...  3.55 

...  3.57 

...  3.59 

...  3.60 

. ..  3.63 

...  3.68 

...  3-72 

...  3.86 

...  3.87 

...  4.03 

...  407 

. ..  4.10 

.  ..  4-11 

. . .  4.22 

.  ..  4.31 

. ..  4.47 

•  •-  4-52 

.  ..  4.68 

...  484 

.  ..  501 

...  5.07 


74 


LATm   IN  SECONDARY   SCHOOLS 


TABLE  48 

ABILITY  IN  LATIN  VOCABULARY 

Average  Scores  by  Schools 

1)1  Terms  of  the  Scores  Made  by  Pupils 

YEAR  I 


School  Average  Score 

26    2.99 

6   316 

18   316 

2   3-33 

33   3-38 

14    3-51 

7   3.20 

35    307 


School  Average  Score 

12  2.65 

I  365 

21  4.04 

4  3-82 

10  3-65 

17  3-73 

13  3.78 

5  402 


TABLE  49 

ABILITY  IN  LATIN  VOCABULARY 

Average  Scores  by  Schools 

In  Terms  of  the  Scores  Made  by  Pupils 

YEAR  II 


School 
26    ., 


4 

6 

10 

14 

2 

35 

7 


Average  Score 
.  ...  3.23 
. ...  3.65 
. ...  3-7^ 
....  3-44 
. ...  3-35 
. ...   407 

2.90 

....   389 


School 

18  .. 

21  .  . 

17  .. 

13  .. 

33  .. 

I  . . 

5  .- 


Average  Score 
,  ...  3-97 
....  3.75 
4.01 

. ..  4.1 1 

••.  3-95 

...  4-52 

. ..  4-73 


TABLE  50 

ABILITY  IN  LATIN  VOCABULARY 

Average  Scores  by  Schools 

In  Terms  of  the  Scores  Made  by  Pupils 

YEAR  III 


School 
21    . . 

35  .. 

14  .. 

6  .. 

18  .. 

4  .. 


Average  Score 

,  ...  4.21 

.  ..  3.86 

...  4.16 

. ..  4-05 

. ..  4.14 

. . .  4.20 


School 
10    . . 

7  .. 

26  .. 

1  . . 

2  . . 


.T 


Average  Score 

. ...  4-25 

. ...  4.49 

4.02 

. ...  4.47 

. ...  4.14 

. ...  4.69 


LATIN  VOCABULARY  TEST 


75 


TABLE   51 

ABILITY  IN  LATIN  VOCABULARY 

Average  Scores  by  Schools 

In  Terms  of  the  Scores  Made  by  Pupils 

YEAR  IV 


School 

35  •• 

6  .. 

i8  .. 

21  .  . 

14  .. 

26  .. 

4  •• 


Average  Score 

4.06 

. ..  3-92 

•••  3.97 

. . .  4.02 

.  .  .  4.02 

. . .  4.12 

. . .  4.21 


School 
10    . . 

33    ■■ 

1  . . 

7   •■ 

2  . . 

5    •• 
13    •• 


Average  Score 

4.10 

4.20 

.  ..  441 

....  4-15 

...  4.48 

. ..  456 

...  4-23 


TABLE  52 

ABILITY  IN  LATIN  VOCABULARY 
Record  of  Improvement 

In  Terms  of  the  Scores  Made  by  Pupils 
CLASS  AVERAGES! 


Year 

I    . 

II    . 


Class  Averages 
•  ••.    3-39 
....    3.89 


Tear 

III  . 

IV  . 


Class  Averages 
....    4.24 
....    4-17 


1  See  footnote,  Table  14. 

Conclusion  Concerning  Knowledge  of  Vocabulary 

With  reference  to  knowledge  of  vocabulary  the  result  seems  to 
be  a  rather  satisfactory  one.  The  efficiency  appears  to  be  reason- 
ably high  in  each  year,  and  there  is  an  improvement  from  year  to 
year.  The  test  appears  to  be  neither  too  hard  nor  too  difficult  in 
any  year. 

The  class  average  for  Year  I  is  a  little  higher  than  the  scale 
value  of  the  twenty-sixth  word.  This  would  appear  to  be  a  reason- 
ably satisfactory  result.  The  second  year  class  had  an  average  as 
high  as  the  thirty-ninth  word,  while  the  third  year  class  had  an 
average  nearly  equal  to  the  forty-third  word.  The  fourth  year  class 
did  not  average  as  high  as  this. 

The  failure  in  ability  to  interpret  connected  Latin  or  to  trans- 
late Latin  sentences  apparently  is  not  due  to  lack  of  knowledge  of 
easy  Latin  words. 


CHAPTER  IX 

TIME  DEVOTED  TO  STUDY  OF  LATIN 
Variations  in  Time 
Table  53  gives  in  tabular  form  the  facts  concerning  the  amount 
of  time  devoted  to  the  study  of  Latin  by  the  thirty-five  schools 
included  in  this  investigation.  A  glance  at  the  table  shows  that  the 
school  which  uses  the  largest  time  allotment  spends  on  the  aver- 
age more  than  three  times  as  much  time  per  week  throughout  four 
years  as  does  the  school  with  the  lowest  time  allotment.  In  the 
first  year,  School  2  uses  less  than  a  third  of  the  total  amount  of 
time  per  week  which  is  used  by  School  13.  The  time  allotments 
of  these  two  schools  Ao  not  differ  to  such  a  great  extent  in  the  mat- 
ter of  class  work  throughout  the  four  years,  although  the  time 
allotment  of  School  13  is  somewhat  greater,  but  in  the  amount  of 
time  spent  in  the  study  of  Latin  outside  of  class  the  difference  is 
marked.  In  the  first  year,  for  example,  the  pupils  of  School  13 
devote  five  times  as  much  time  to  Latin  study  outside  of  class.  Do 
these  large  time  allotments  found  in  the  case  of  some  schools  pro- 
duce results  commensurate  with  the  time?  Or  is  there  waste  of 
effort  here?  Specific  discussion  of  the  efficiency  of  the  work  of 
various  schools  in  relation  to  their  time  allotments  will  be  reserved 
for  a  later  chapter. 

Norms  of  Current  Practice 
It  is  interesting  to  have  before  us  an  array  of  data  like  those  in 
Table  53.  These  are  probably  well  representative  of  what  would  be 
found  if  the  same  facts  had  been  collected  from  all  of  the  schools 
of  the  State.  With  this  table  before  him  the  school  administrator 
may  know  how  his  school  compares  with  current  practice  in  this 
respect.  lie  will  thus  have  a  valuable  aid  in  the  administration  of 
his  school.  He  will  be  able  to  see  at  a  glance  that  the  middle  time 
allotments  in  each  half  are  418  and  565.  By  comparing  the  time 
spent  on  Latin  in  his  own  school,  he  will  know  whether  he  is  spend- 
ing as  much  or  more  time  than  other  schools.  By  studying  the 
whole  problem  of  time  allotments  and  efficiency,  as  treated  in  Chap- 
ter XIII,  he  will  be  able  to  discover  whether  the  time  allotments  in 
his  school  are  justified  or  not. 


TIME  DEVOTED  TO  LATIN 


77 


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CHAPTER  X 

METHOD  IN  LATIN^ 

Methods  in  Use 

There  are  two  principal  methods  of  teaching  Latin  in  use  in  the 
State.  They  will  be  called  in  this  discussion  (i)  the  grammatical 
method  and  (2)  the  translation  method.  It  is  necessary  to  describe 
these  somewhat  fully.  Of  course  there  are  variations  in  the  differ- 
ent schools.  These  will  be  described  in  the  proper  place  as  far  as 
is  necessary. 

The  Translation  Method 

General  Plan  in  the  First  Year 

The  idea  underlying  the  translation  method  is  that  the  pupil 
shall  be  introduced  to  the  subject  not  by  a  systematic  study  of  the 
grammar  of  the  language  but  by  gaining  an  acquaintance  with  form 
and  usage  through  extensive  practice  in  translation  of  Latin  into 
English.  The  pupils  commence  to  translate  Latin  at  the  beginning 
with  no  preliminary  study  of  grammar.  The  teacher  presents  in 
sentences  a  few  of  the  most  common  forms,  with  sufficient  illus- 
tration and  explanation  to  enable  the  pupils  to  understand  them, 
such  as  the  third  person  singular  and  pural  of  two  or  three  verbs, 
the  nominative  and  accusative  of  a  few  nouns  and  perhaps  several 
genitive  forms.  It  is  not  considered  necessary  to  give  to  these  the 
names  genitive  or  accusative  or  whatever  they  may  be,  but  the  pupils 
learn  by  the  translation  of  the  sentences  which  they  have  that  cer- 
tain forms  have  certain  meanings.  They  simply  learn  to  translate 
the  various  forms  by  practice  in  doing  so.  No  conjugations  or 
declensions  are  learned.  The  principle  underlying  the  procedure 
is  that  it  is  entirely  possible  for  pupils  to  learn  to  react  correctly  to 
grammatical  forms  in  Latin  without  being  able  to  describe  and 
classify  them,  just  as  the  young  child  may  use  many  of  the  forms 

^  See  article  in  Journal  of  Educational  Psycholog>',  Vol.  XI,  No.  i,  Janu- 
ary, 1920,  by  W.  H.  Fletcher,  entitled  The  Translation  Method  in  Latin. 


METHOD  IN  LATIN  79 

of  the  English  language  with  absolute  correctness  without  knowing 
a  single  fact  of  grammar.  It  is  claimed  that  it  is  thus  possible  to 
learn  to  translate  a  foreign  language  without  first  mastering  the 
science  upon  which  it  is  based. 

The  first  lessons  in  this  method  are  taught  entirely  from  the 
blackboard  without  the  use  of  a  book.  Many  sentences  are  written 
and  read  in  each  period.  Such  explanations  in  relation  to  form  and 
construction  as  are  essential  to  the  progress  of  the  work  are  made 
orally  by  the  teacher.  New  forms  are  not  introduced  in  any  fixed 
order,  are  always  met  first  by  the  pupils  in  sentences,  are  explained 
by  the  teacher  and  assimilated  by  the  pupils  by  reacting  to  them 
again  and  again  as  they  occur  in  the  translation.  The  pupils  are 
not  required  to  describe  or  classify  the  various  forms  and  construc- 
tions which  they  use.  To  be  able  to  react  to  them  correctly  is  suffi- 
cient. The  second  person  of  a  verb  may  not  be  taught  for  a  month 
after  the  third  person  and  the  pupil  may  know  a  certain  nominative 
form  for  some  time  before  he  becomes  familiar  with  the  correspond- 
ing ablative.  All  of  the  forms  which  come  within  the  scope  of  first 
year  Latin  are  learned  in  this  way  during  the  year.  It  is  held  that 
making  the  pupils  focally,  explictly  conscious  of  a  multiplicity  of 
minute  particulars  of  form  and  syntax  at  the  outset  is  unfavorable 
to  the  best  development  of  power  to  get  thought  from  the  language 
rapidly  and  accurately.  Pronunciation  is  learned  largely  by  imita- 
tion. Each  sentence  at  the  beginning  is  pronounced  clearly  and  dis- 
tinctly by  the  teacher  and  the  pupils  repeat  after  him,  several  times 
at  first,  thus,  it  is  claimed,  learning  pronunciation  in  a  rational  man- 
ner from  the  lips  of  the  teacher.  After  a  few  days  of  this  practice 
the  pupils  begin  to  pronounce  for  themselves  and  do  so  independ- 
ently thereafter  under  the  guidance  and  direction  of  the  teacher. 
Each  lesson  at  first  is  read  irrLatin  and  translated  several  times  so 
that  each  pupil  gets  abundant  practice  in  reacting  correctly  to  the 
various  forms. 

Perception  Card  Drill 

Perception  cards  are  used  as  a  valuable  means  of  drill  on  forms 
and  for  vocabulary.  Words,  phrases  and  idioms  are  printed  on 
white  cards  of  stiff  material  four  inches  wide  and  nine  or  ten  inches 
long,  and  a  few  minutes  of  very  rapid  quick-perception  drill  are 


8o  LATIN  IN   SECONDARY   SCHOOLS 

given  on  these  words  each  day.  In  this  drill  the  pupils  respond  to 
whatever  form  appears  on  the  card,  with  the  correct  translation. 
This  is  considered  of  especial  value  in  connection  with  noun  and  verb 
forms.  Instead  of  memorization  and  recitation  of  paradigms,  rapid 
drill  of  this  kind  is  given  daily  and  in  these  exercises  the  forms 
never  appear  in  any  particular  order.  Each  day  a  few  of  the  more 
common  of  the  words,  idioms  and  other  short  expressions  are  put 
on  the  cards.  The  number  of  cards  grows  throughout  the  year  and 
after  a  time  a  considerable  supply  accumulates,  but  as  the  days  go 
by,  the  pupils  become  familiar  with  the  cards  which  have  been  in 
use  for  a  time.  Consequently,  as  fast  as  they  become  able  to  respond 
automatically  to  the  form  on  any  particular  card  it  is  dropped  out 
of  those  in  use.  Thus  there  is  a  constant  process  of  adding  new 
cards  and  dropping  others.  All  of  them  are  kept,  however,  and  are 
reviewed  frequently.  After  a  considerable  number  of  cards  has 
accumulated  the  teacher  will  use  fifty  or  sixty  on  one  day,  as  many 
more  the  next,  and  so  on,  perhaps  going  over  two  or  three  hundred 
in  a  week.  The  drill  is  made  very  rapid.  It  is  held  that  unless  the 
perception  is  practically  instantaneous  its  value  is  slight. 

Chief  Emphasis  in  Learning  Forms  and  Constructions 

The  chief  emphasis  in  this  method,  however,  is  placed  upon  the 
learning  of  all  forms  and  constructions  in  a  functual  way,  i.  e.,  by 
meeting  them  again  and  again  incidentally  through  much  transla- 
tion. No  emphasis  whatever  is  put  on  the  formal  learning  of  gram- 
mar by  those  schools  which  use  the  method  as  described. 

Use  of  Books 

At  the  end  of  about  a  month's  work  in  this  method  the  class  is 
able  to  begin  the  translation  of  easy  Latin  from  books,  and  from 
this  point  on,  the  greater  part  of  it  is  done  in  this  way.  There  are 
many  excellent  beginners'  books  on  the  market  and  some  schools 
have  a  number  of  sets  and  do  a  large  amount  of  translating  during 
the  year.  These  schools  usually  also  possess  a  number  of  sets  of 
books  containing  easy  Latin  stories,  and  very  early  the  class  can 
begin  to  translate  the  easiest  connected  Latin.  From  this  time  on  a 
good  deal  of  translation  of  this  kind  of  material  is  done.  The  pupils 
deal  to  such  an  extent,  from  the  first,  with  connected  Latin  that,  it 


METHOD  IN  LATIN  81 

is  claimed,  they  get  such  a  feeling  for  construction  that  a  brief 
explanation  of  a  new  principle,  when  it  is  met  in  translation,  often 
suffices  to  make  its  use  clear  to  the  pupil. 

Method  in  the  Upper  Years 

During  the  years  above  the  first,  the  same  general  method  is  fol- 
lowed. Whatever  grammar  is  taught  is  usually  presented  through 
prose  composition,  in  which  one  lesson  a  week  is  given.  In  this, 
no  formal  grammar  lessons  are  assigned  to  be  studied  and  recited. 
Texts  in  grammar  are  used  as  reference  books.  Principles  of  usage 
are  taught  orally  by  the  teacher  with  the  use  of  the  blackboard  on 
which  to  write  illustrative  sentences.  In  some  schools  the  work  is 
quite  largely  carried  on  in  class  with  little  or  no  study  outside.  The 
procedure  in  teaching  a  given  construction  might  be  something  like 
the  following.  The  pupils  would  probably  have  some  familiarity 
with  it  from  having  met  it  in  previous  translation.  The  teacher's 
first  step  would  be  to  find  out  by  questions  just  what  the  class  knew 
about  it.  This  would  also  serve  to  recall  to  their  minds  all  the 
knowledge  which  they  had  concerning  it.  The  teacher  would  next 
explain  to  the  class  briefly,  but  clearly  and  concisely,  the  essential 
facts  about  the  principle,  illustrating  his  statements  by  writing  on 
the  board  short  Latin  sentences  containing  the  particular  construc- 
tion in  question  and  having  them  translated  by  the  pupils.  This 
would  be  followed  by  sending  the  entire  class  to  the  board  to  write 
sentences  containing  the  construction  dictated  by  the  teacher.  A 
good  many  sentences  would  be  dictated  and  written  in  this  way  in 
the  period.  In  some  schools  a  few  sentences  closely  connected  with 
the  text  being  translated  are  written  each  day,  but  no  more  in 
amount  than  when  one  day  a  week  is  given  to  the  prose  composition. 
The  large  emphasis  throughout  this  work  is  put  on  the  learning  of 
Latin  usage  functionally  and  not  through  a  formal  study  of  gram- 
mar from  a  text  and  a  book  on  prose  composition,  although  both 
are  used. 

The  Grammatical  Method 

General  Plan  of  the  Method 

In  a  part  of  the    schools   which    were    tested,  the  grammatical 
method  is  in  use.     These  schools  use  a  beginner's  book  containing 


82  LATIN  IN   SECONDARY   SCHOOLS 

a  systematic  presentation  of  the  elementary  facts  and  principles  of 
Latin  grammar.  There  are  grammatical  rules  illustrated  by  type 
sentences  to  be  studied,  conjugations  and  declensions  to  be  learned, 
Latin  sentences  to  be  translated  into  English  and  English  sentences 
to  be  written  in  Latin.  Both  the  Latin  and  English  sentences  are 
usually  based  largely  on  the  principles  of  grammar  which  the  lesson 
in  question  is  supposed  to  illustrate.  There  are  usually  short  con- 
nected passages  for  translation  throughout  the  book,  but  the  amount 
of  translation  is  very  limited  as  compared  with  what  some  other 
schools  do.  The  plan  of  the  book  is  generally  followed  somewhat 
closely. 

Particular  Points  in  the  Grammatical  Method 

The  particuluar  points  to  be  noted  in  connection  with  this 
m.ethod  in  the  first  year  are  the  following :  ( i )  There  is  a  very  large 
amount  of  time  devoted  to  instruction  in  formal  grammar.  (2)  A 
good  deal  of  time  is  spent  on  the  memorization  of  forms  independ- 
ently of  their  use  in  translation.  (3)  The  amount  of  translation  is 
limited.  (4)  The  amount  of  time  devoted  to  study  of  Latin  outside 
of  school  is  large. 

Method  in  the  Upper  Years 

In  the  years  above  the  first  in  a  part  of  the  schools,  grammar  is 
emphasized  daily  in  connection  with  the  texts  which  are  translated. 
In  some  of  these  schools  regular  grammar  lessons  are  assigned, 
studied  and  recited.  Daily  attention  is  given  to  points  of  syntax 
as  they  are  met  in  the  translation.  Usually  this  takes  the  form  of 
detailed  questions  about  points  of  grammar  and  the  pupils  are  re- 
quired to  name,  describe  and  classify  the  forms  and  constructions 
which  occur.  Grammar  is  also  taught  in  connection  with  the  weekly 
exercises  in  prose  composition.  In  this  pupils  are  usually  assigned 
references  to  look  up,  grammar  lessons  are  studied,  the  examples 
in  the  composition  text  are  thoroughly  examined  and  English  sen- 
tences to  illustrate  the  principles  of  the  lesson  are  written  in  Latin. 

Extent  of  Use  of  Different  Methods 

A  third  of  the  schools  teach  the  grammatical  method  in  about 
the  way  we  have  described  it,  i.  e.,  in  its  pure  form.     Five  schools 


METHOD  IN  LATIN  83 

teach  the  translation  method  in  some  form, — no  two  of  them  fol- 
lowing just  the  same  procedure, — in  general  according  to  the  prin- 
ciples which  we  have  described.  Three  others  teach  a  somewhat 
close  approach  to  it.  The  remaining  eight  schools  teach  a  modifica- 
tion of  the  grammatical  method,  in  the  direction  of  the  translation 
method,  or  a  modification  of  the  translation  method  in  the  direc- 
tion of  the  grammatical  method.  In  these  schools  a  text  book  is 
used  in  the  first  year,  but  a  good  deal  less  emphasis  is  put  on  the 
formal  learning  of  grammar,  a  large  amount  of  translation  is  done 
from  the  beginning,  perception  cards  are  used  for  drill,  although 
paradigms  are  required  to  be  memorized.  Above  the  first  year,  a 
large  amount  of  translation  is  required. 

Types  of  Method 

In  general,  the  different  methods  in  use  in  the  first  year  in  the 
schools  included  in  the  test  may  be  classified  under  three  heads  as 
follows : 

A.  Translation  method  with  little  or  no  systematic  formal  study 
of  grammar  and  a  large  amount  of  translation. 

B.  (a)  Translation  method  somewhat  modified  in  the  direction 
of  the  grammatical  method,  with  a  small  amount  of  grammar  and 
a  good  deal  of  translation. 

(b)   Grammatical  method,  materially  modified  in  the  direc- 
tion of  the  translation  method,  with  a  good  deal  of  translation. 

C.  Grammatical  method  with  a  large  amount  of  systematic  study 
of  grammar  and  a  limited  amount  of  translation. 

The  procedure  in  teaching  above  the  first  year  in  all  of  the 
schools  may  be  grouped  into  the  following  classes : 

I.  Attention  largely  given  to  translation  with  only  the  most  inci- 
,  dental  reference  to  syntax  during  the  regular  class  periods.  Gram- 
mar taught  once  a  week  in  connection  with  prose  composition. 
Chief  emphasis  distinctly  on  learning  through  use  without  formal 
drill.  Prose  sentences  given,  intended  to  illustrate  and  fix  in  mind 
facts  of  usage  which  have  been  met  in  the  translation  and  learned 
functionally  and  perhaps  somewhat  incidentally.  Much  translation 
of  Latin  into  English,  a  large  part  of  which  is  at  sight. 


84  LATIN  IN   SECONDARY   SCHOOLS 

II.  Attention  largely  given  to  translation  with  a  limited  amount 
of  reference  to  points  of  syntax  during  regular  class  periods.  Thor- 
ough drill  in  principles  of  grammar  once  a  week  in  connection  with 
prose  composition.    Considerable  translation  of  Latin. 

III.  Systematic  drill  in  grammar  in  connection  with  daily  work 
in  translation.  Text  on  grammar  used  constantly  for  study  and 
reference.  Thorough  drill  in  principles  of  grammar  once  a  week 
in  connection  with  prose  composition. 

Types  of  method  are  indicated  by  the  designations  used  in  the 
preceding  paragraphs,  such  as  A  I,  B  I  and  C  III.  These  designa- 
tions will  be  used  throughout  the  monograph  to  indicate  methods 
used  by  the  different  schools.  For  example,  the  designation  A  I 
indicates  that  the  school  in  question  uses  the  method  described 
under  A  above  in  the  first  year  and  that  under  I  in  the  years  above 
the  first. 


CHAPTER  XI 

VALUE  OF  THE  STUDY  OF  GRAMMAR 
Statement  of  the  Problem 

A  study  of  the  work  of  the  schools  and  their  reports  indicates 
that  there  are  large  variations  in  the  amount  of  time  given  to  the 
direct  teaching  of  Latin  grammar.  The  problem  involved  in  the 
title  of  this  chapter  at  once  suggested  itself  as  one  of  the  important 
aspects  of  the  investigation.  Do  the  schools  which  devote  a  very 
large  amount  of  time  to  the  direct  teaching  of  grammar  secure  uni- 
formly better  results  in  knowledge  of  construction  sufficient  to  jus- 
tify the  expenditure  of  this  time?  If  not,  there  is  waste  effort  in 
the  time  devoted  to  grammar. 

Amount  of  Grammar  in  Different  Schools 

In  order  to  secure  some  information  on  this  point  twenty-four 
of  the  schools  were  arranged  in  three  classes  called  Groups  I,  II 
and  III,  according  to  the  amount  of  grammar  taught.  In  the  first 
group  were  placed  those  schools  which  teach  the  translation  method 
in  the  first  year,  with  little  or  no  formal  study  of  grammar,  or  a 
close  approach  to  it.  Five  of  these  schools  taught  the  translation 
method  at  the  time  of  the  test.  Three  taught  a  method  which  could 
not  be  classified  as  the  translation  method,  but  it  was  a  method 
greatly  modified  in  that  direction,  and  a  close  approach  to  it.  In 
all  these  schools  the  whole  emphasis,  as  previously  pointed  out, 
is  put  on  learning  grammar  incidentally  by  means  of  reacting  to 
grammatical  forms  again  and  again  in  the  translation  of  Latin,  and 
the  amount  of  time  devoted  to  formal  teaching  of  syntax  is  very 
much  less  than  in  the  regular  or  modified  grammatical  method.  The 
three  schools  which  use  the  grammatical  method  in  a  much  modi- 
fied form,  and  with  much  less  emphasis  on  the  direct  teaching  of 
grammar  and  stress  on  learning  grammatical  forms  and  construc- 
tions through  translation,  are  classed  in  this  group.  They  are 
selected  as  the  three  schools,  in  addition  to  the  first  five,  which  in 
the  last  four  years  have  put  the  least  emphasis  on  formal  teaching 
of  grammar  in  the  first  year. 


86 


LATIN   IN  SECONDARY   SCHOOLS 


The  schools  selected  for  this  comparison  of  method  are  schools 
well  known  to  the  writer  and  in  which  the  results  are  comparable. 
Conditions  are  very  similar  in  these  schools. 

In  the  case  of  all  of  these  schools  in  Group  I,  in  the  years  above 
the  first,  the  teaching  of  grammar  is  restricted  to  one  period  a  week 
and  it  is  all  taught  in  connection  with  the  weekly  exercises  in  prose 
composition. 


TABLE  54 

COMPARISON  OF  EFFICIENCY  IN  KNOWLEDGE 

OF  CONSTRUCTION 

Class  Averages 

YEAR  I 


Group  Method  School 

AI    6 

A I    2 

A I    19 

I  A I    i8 

A I    15 

BI    24 

BII 29 

BII     30 

Average  of  all  pupils  in  this  group 

CII     5 

CII     13 

CII     I 

CII     10 

II  CII     3 

CII     31 

CII     25 

CII    16 

Average  of  all  pupils  in  this  group 

cm   12 

cm   9 

cm  7 

III  cm  14 

cm  4 

cm  22 

cm  26 

cm  27 

Average  of  all  pupils  in  this  group 


Latin 
Grammar  Test 

.28 

47 
.50 


1-25 

1.72 

.71 

.75 

2.33 

1.37 

•30 

1.09 

.56 
.87 

2.24 

1.20 

1.47 

.87 

.36 

.91 

.37 

I.16 

1.69 

•90 

.19 

.88 


VALUE  OF  GRAMMAR  87 

The  schools  in  Group  II  teach  the  grammatical  method  in  the 
first  year  in  a  greatly  modified  form  with  much  less  insistence  on 
rigorous  drill  on  grammar  than  is  the  case  in  Group  III.  They  use 
a  beginners'  book  containing  grammar  lessons,  and  considerable  time 
is  spent  in  direct  teaching  and  drill  on  the  principles  and  facts  of 
grammar,  but  in  a  very  concrete  form  and  directly  in  connection 
with  the  translation  of  Latin  sentences  and  connected  passages.     In 

TABLE  55 

COMPARISON  OF  EFFICIENCY  IN  KNOWLEDGE 

OF  CONSTRUCTION 

Class  Averages 

YEAR  II 


Group  Method  School 


Latin 
Grammar  Test 

A I     6  1. 16 

AI     2  1.27 

A I     19  1.98 

A I     18  .92 

I  A I    15  3.01 

B I     24  2.39 

B  II   29  2.29 

BII   30  1.86 

Average  of  all  pupils  in  this  group 1.58 

CII   5  2.79 

CII   13  1.72 

CII  I  1.66 

II  CII  10  1.73 

CII   3  1.49 

CII  31  1.63 

CII   25  1.85 

CII  16  1.22 

Average  of  all  pupils  in  this  group 1.61 

cm   12  2.35 

cm   9  1. 18 

cm  7  1.09 

III              cm  14  .59 

cm  4  1.64 

cm  22  2.07 

cm  26  1.29 

cm  27  .8s 

Average  of  all  pupils  in  this  group 1.46 


88 


LATIN   IN   SECONDARY   SCHOOLS 


the  years  above  the  first  the  teaching  of  grammar  is  restricted  to 
one  period  a  week  and  is  all  taught  in  connection  with  prose  com- 
position, in  which  one  lesson  a  week  is  given.  These  schools  teach 
somewhat  more  grammar  than  those  in  Group  I. 

The  eight  schools  in  Group  III  teach  the  grammatical  method  in 
the  first  year  in  a  somewhat  extreme  and  rigorous  form.  There  is 
also  a  great  deal  of  attention  to  formal  learning  of  grammar  in  con- 


TABLE  56 

COMPARISON  OF  EFFICIENCY  IN  KNOWLEDGE 

OF  CONSTRUCTION 

Class  Averages 

YEAR  III 


Group  Method  School 

AI     6 

AI     2 

A  I     19 

A I     l8 

I  A I     15 

BI     24 

BII   29 

BII   30 

Average  of  all  pupils  in  the  group 

CII   5 

CII   13 

CII   1 

II  CII    ID 

CII   3 

CII   31 

CII   25 

CII  i6 

Average  of  all  pupils  in  this  group 

,             cm   12 

cm   9 

cm  7 

III              cm  14 

cm  4 

cm  22 

cm  26 

cm  27 

Average  of  all  pupils  in  this  group 


Latin 
Grammar  Test 

1.64 
1.92 
2.67 
1.66 
2.67 
2.52 
301 
2.61 
2.10 
2.76 
2.70 
2.00 

2.34 
1.82 
2.30 
2.10 
2.57 
2.35 
2.52 
2.19 

1.66 

•23 
2.07 
2.91 
2.28 

1-75 
2.04 


VALUE  OF  GRAMMAR 


89 


nection  with  the  weekly  exercises  in  prose  composition.  It  is  the 
custom  in  most  of  these  schools  to  assign  grammar  lessons  in  con- 
nection with  the  references  in  the  text  on  composition,  to  be  studied 
and  recited.  In  addition  to  this,  persistent  daily  attention  is  given 
to  grammar  in  connection  with  the  translation  of  the  texts  studied 
in  the  class. 


TABLE  57 

COMPARISON  OF  EFFICIENCY  IN  KNOWLEDGE 

OF  CONSTRUCTION 

Class  Averages 

YEAR  IV 


Group  Method  School 

AI     6 

AI     2 

A I     19 

I  A I     18 

A I     15 

BI     24 

BII   29 

BII   30 

Average  of  all  pupils  in  this  group 

CII   5 

CII   13 

CII   I 

II  CII    ID 

CII    3 

CII   31 

CII   25 

CII   16 

Average  of  all  pupils  in  this  group 

cm   12 

cm  9 

cm  7 

nil             cm  4 

cm  22 

cm  26 

cm  27 

Average  of  all  pupils  in  this  group 

1  By  an  oversight  this  test  was  not  given  in  School  14. 


Latin 
Grammar  Test 

1.50 
2.06 
2.76 
1.23 
2.99 
2.27 
3.34 
2.74 
2.03 

3-15 
2.66 
2.72 
2.65 

174 
2.26 
2.74 
2.07 
2.38 
2.77 
2.08 
2.46 
2.33 
2.73 
1.96 
2.14 
2.41 


90  LATIN   IN   SECONDARY   SCHOOLS 

Schools  in  Group  III  make  reports  like  the  following: 

(a)  Grammar  is  taught  daily  in  connection  with  classroom  work. 

(b)  Once  a  week,  study  of  special  rules  in  connection  with  composition. 
Twice  a  week,  in  second  year,  assignments  in  Bennett's  Latin  Grammar. 

(c)  Constant  practice  in  grammatical  principles  is  had  by  all  of  the 
advanced  classes  in  connection  with  the  text. 

(d)  During  some  part  of  each  year,  there  is  a  review  of  grammatical 
forms,  regular  and  irregular.  Grammatical  constructions  are  noted  con- 
stantly as  they  occur  in  the  reading. 

TABLE  58 

COMPARISON  OF  EFFICIENCY  IN  KNOWLEDGE 

OF  CONSTRUCTION 

Summary 


Group 


II 
III 


I 

II 
III 


I 

II 
III 


YEAR  I 


II 
III 


VALUE  OF  GRAMMAR  gx 

(e)  For  each  of  these  upper  years:  Review  of  declensions  and  conjuga- 
tions.    Syntax  in  connection  with  text  read. 

(f)  All  classes  above  freshmen  are  provided  with  grammars  and  use 
them  continuall}^  for  reference  work. 

(g)  Daily  exercises  in  grammar  in  connection  with  the  constructions  of 
the  text. 

Tables  54-57  set  forth  the  essential  facts.  Table  58  gives  a 
summary  of  them.  It  is  apparent  that  in  the  case  of  the  first  year 
in  grammar,  the  schools  of  Group  I  give  about  as  good  a  re- 
sult as  those  in  Group  III.  Group  II  shows  a  better  result  than 
Group  III,  but  it  is  also  better  than  Group  I.  In  the  second  year  the 
schools  of  Group  I  are  about  the  same  as  those  of  both  of  the  other 
groups  in  grammar.  In  the  third  year  the  results  in  Group  I  are 
better  than  the  results  in  Group  III,  but  Group  I  falls  slightly 
below  Group  II.  In  the  fourth  year  there  is  no  very  great  differ- 
ence in  the  results  in  these  groups.  In  grammar.  Group  I  stands 
slightly  lower  than  either  of  the  other  two  groups. 

In  the  above  statement  the  results  for  the  first  year  should  not 
be  taken  too  seriously,  for  the  reason  that  the  standings  of  two 
schools  in  Group  I  are  absent. 

Conclusions  Concerning  Time  Devoted  to  Grammar 

Here  seems  to  be  a  perfectly  clear  case  concerning  the  justifia- 
bility of  the  large  amount  of  time  given  to  the  teaching  of  grammar 
in  the  schools  represented  in  Group  III.  There  is  not  enough  dif- 
ference anywhere  between  Groups  I,  II  and  III  to  warrant  saying 
that  one  has  any  particular  superiority.  In  other  words,  pupils  have 
no  greater  mastery  of  grammar  in  those  schools  which  teach  the 
grammatical  method  in  the  first  year  in  its  extreme  form,  which 
have  a  systematic  study  of  grammar  in  connection  with  weekly  exer- 
cises in  prose  composition,  and  which  give  daily  attention  to  syntax, 
with  constant  use  of  a  text  book  on  grammar,  along  with  the  study 
of  Latin  authors.  In  view  of  this  fact,  the  large  amount  of  the 
pupils'  time  and  the  teachers'  effort  given  to  the  direct  study  of 
grammar  is  unjustifiable.  Here  is  an  important  source  of  waste  in 
teaching. 

Our  observation  of  the  work  of  these  eight  schools  convinces  us 
that  results  in  ability  to  get  the  thought  of  the  Latin,  which  are  so 


92  LATIN  IN   SECONDARY   SCHOOLS 

meager,  would  be  less  so  if  a  shift  of  emphasis  should  be  made  from 
grammar  to  translation  or  reading  of  Latin.  In  a  good  many 
schools,  half  the  time  of  the  recitation  period  is  often  spent  in  dis- 
cussing the  minutiae  of  form  and  syntax,  which  according  to  the 
evidence  contributes  almost  nothing  to  either  ability  to  translate  or 
read,  or  knowledge  of  construction.  It  is  moderate  language,  then, 
to  say  that  the  waste  here  is  extravagant.  Public  funds  are  liter- 
ally being  thrown  away  in  the  expenditure  of  this  large  amount  of 
time  and  efifort  which  results  in  nothing  of  value. 

If  we  now  refer  to  Table  53,  we  shall  see  that  of  the  schools 
which  comprise  the  lowest  half  in  time,  only  two  are  schools  of 
Group  III.  Only  two  of  these  eight  schools  which  devote  most 
time  to  grammar  have  a  time  allotment  lower  than  that  of  the  mid- 
dle school  in  Table  53  and  none  stands  in  the  lowest  one-fourth  as 
regards  time.  It  is  true  that  seventy-five  per  cent  of  the  schools  of 
Group  III  are  in  the  two  highest  groups  in  amount  of  time  devoted 
to  the  subject,  and  one  hundred  per  cent  are  in  the  three  highest 
groups  as  shown  by  Table  53.  We  have  here  a  good  indication  of 
the  location  of  the  waste  which  takes  place  in  those  schools  which 
devote  an  excessively  large  amount  of  time  to  Latin  and  secure  no 
better  results  than  other  schools  which  devote  much  less  time  to  it. 


CHAPTER  XII 

RELATION   BETWEEN  ABILITY  TO  APPREHEND  THE 
MEANING  OF  LATIN  AND  KNOWLEDGE 
OF  CONSTRUCTION 

The  question  of  the  relationship  of  knowledge  of  construction 
and  the  ability  to  get  the  thought  of  Latin  was  one  of  the  important 
problems  connected  with  this  investigation.  Do  the  schools  which 
are  best  in  knowledge  of  construction  on  the  part  of  their  pupils 
rank  highest  in  ability  to  grasp  the  meaning  of  Latin  ?  The  schools 
in  each  year  were  arranged  in  four  groups  in  order  of  efficiency  in 
the  Connected  Latin  Test,  as  shown  in  Tables  59-61.  In  Table  62 
the  group  averages  are  shown  by  years,  and  it  appears  from  these 
that  in  each  of  the  years  there  is,  in  general,  a  very  slight  improve- 
ment in  grammar  from  Group  I  to  Group  IV. 

There  seems  to  be  a  very  clear  case  in  this  aspect  of  the  study. 
The  schools  of  Group  IV  in  each  of  the  three  years  are  conspicu- 
ously more  efficient  in  ability  to  apprehend  the  meaning  of  Latin. 
But  they  are  in  every  case  only  slightly  more  efficient  in  grammar. 
For  example,  in  the  fourth  year  the  difference  in  ability  in  grammar 
between  Group  I  and  Group  IV  is  represented  by  the  ability  to 
answer  correctly  eight  more  constructions  in  Group  IV  than  could 
be  done  in  Group  I.  Nearly  similar  statements  might  be  made  in 
most  of  the  groups  in  each  year.  Plainly  the  superior  ability  in 
getting  the  thought  of  the  Latin  on  the  part  of  the  schools  in  Group 
IV  in  each  year  is  not  accompanied  by  marked  superiority  in  gram- 
mar. Wlien  we  examine  Tables  59-61,  it  is  evident  that  there  is  no 
hard  and  fast  connection  between  knowledge  of  grammar  and  abil- 
ity to  get  the  thought  of  Latin. 

The  fact  that  a  school  stands  high  in  construction  does  not 
necessarily  insure  a  high  standing  in  ability  to  get  the  thought  from 
the  Latin.  Schools  with  high  and  low  scores  in  grammar  are  found 
in  all  divisions. 


94 


LATIN  IN  SECONDARY   SCHOOLS 


The  final  conclusion  of  this  whole  problem  is  that  a  high  score 
in  knowledge  of  construction  does  not  necessarily  insure  a  corre- 
spondingly  great  ability   to  apprehend   the  thought   of   the   Latin 


TABLE  59 

RELATION  BETWEEN  ABILITY  TO  APPREHEND 
THE  MEANING  OF  LATIN  AND  KNOWLEDGE  OF  CONSTRUCTION 

YEAR  II 

Connected  Latin  Test 

o  >,      1                                       Amount             Compre-  Latin 
Group                School                                     Correct              hension        Grammar  Test 

9    7.65  12  1. 18 

26    7.67  9  1.29 

6   12.28  16  1. 16 

I  17    12.99  29  1. 17 

3    1379  26  1.49 

23    16.86  24  1.05 

4    18.21  25  1.64 

Average  of  all  pupils i3S4  22  1.20 

2    19.02  26  1 .27 

20   19.33  33  i-8i 

14   21.99  36  .59 

II  16   22.11  41  1.22 

18   22.14  23  .92 

31    22.83  27  1.63 

24    23.61  24  2.39 

Average  of  all  pupils 23.19  31  1.30 

19   26.69  38  1.98 

12    27.14  35  2.35 

7    27.7s  34  1.09 

III  10   28.04  43  1-73 

21    31.81  40  2.17 

I    32.79  43  1.66 

25    34.21  41  1.85 

Average  of  all  pupils 30.16  38  1.90 

30   35.38  48  1.86 

34   35.43  54  2.29 

27    38.42  68  .85 

IV  22    41.64  S3  2.07 

15    58.04  65  3-01 

5    60.86  72  2.79 

29   7340  6s  2.29 

Average  of  all  pupils 51.64  58  2.15 


MEANING  AND  KNOWLEDGE  OF  CONSTRUCTION 


95 


rapidly  and  accurately,  although  there  is  some  correspondnce,  in 
general,  with  exceptions  in  particular  cases. 

Nearly  all  schools  which  teach  Latin,  as  previously  pointed  out, 
spend  about  a  fifth  of  their  time  teaching  prose  composition,  not 


TABLE  60 

RELATION  BETWEEN  ABILITY  TO  APPREHEND 
THE  MEANING  OF  LATIN  AND  KNOWLEDGE  OF  CONSTRUCTION 

YEAR  III 

Connected  Latin  Test 

a  V,      1                                        Amount         Compre-  Latin 
Group                school                                        Correct           henslon        Grammar  Test 

20    11.38  36  1.65 

9    19.91  28  2.19 

10  22.12  :i7  2.34 

I  26     23.40  31  2.28 

2     25.38  21  1.92 

21     26.70  30  2.13 

31     28.33  48  2.30 

Average  of  all  pupils 20.98  32  2.17 

14   29.63  31  .23 

3    30.22  71  1.82 

18   32.20  28  1.66 

II  16   3523  61  2.57 

22   35.48  46  2.91 

4    37-38  39  2.07 

25    38.11  48  2.10 

Average  of  all  pupils 32.16  39  .2.14 

27   39-09  42  I-7S 

12    40.56  49  2.52 

23    43-94  45  ^-72 

III  17    43-99  60  1.46 

6 44-51  38  1.64 

29    44-73  56  3-01 

30    45-55  59  2.61 

Average  of  all  pupils 44.00  48  1.87 

19   46.60  44  2.67 

I    48-12  55  2.00 

15    52.84  92  2.67 

IV  7    55-28  34  1-66 

5    56.70  68  2.76 

34    56.78  51  2.59 

24   57-92  56  2.52 

Average  of  all  pupils 55-19  54  2.32 


96 


LATI.y   IX   SECONDARY   SCHOOLS 


because  they  expect  that  their  pupils  will  ever  have  occasion  to 
write  anything  in  Latin  after  they  get  out  of  school,  but  in  order 
that  they  may  better  understand  the  constructions  of  the  language 
and  thereby  be  able  to  read  or  translate  Latin  better.     It  is  very 


TABLE   61 

RELATION  BETWEEN  ABILITY  TO  APPREHEND 
THE  MEANING  OF  LATIN  AND  KNOWLEDGE  OF  CONSTRUCTION 

YEAR  IV 

Connected  Latin  Test 

^  -„  ,       ,  Amount         Compre-  Latin 

Group  School  Correct  henslon         Grammar  Test 

27    21.58  53  2.14 

9    21.74  48  2.08 

3    23.65  25  1.74 

I  26    27.63  45  1.96 

18    31-38  26  1.23 

16    33.32  63  2.07 

31    34.06  62  2.26 

Average  of  all  pupils 28.19  44  i-93 

4    37-47  33  2.33 

20   38.92  51  3.10 

21    42.73  36  2.03 

II  12   43.03  43  2.77 

2    4324  48  2.06 

23    45-34  44  2.18 

Average  of  all  pupils 43-00  40  2.29 

6   45.62  42  1.50 

24   49.30  46  2.27 

19    49-50  46  2.76 

III  22    51.57  65  2.73 

17    52.21  56  1.91 

10    53.09  67  2.65 

25    54-39  61  2.74 

Average  of  all  pupils 51.17  53  2.33 

30   58.71  70  2.74 

5    60.72  70  3.15 

34    63.20  84  2.79 

IV  15    65.12  68  2.99 

7    70.86  58  2.46 

I    70.89  80  2.72 

29    73-51  95  3-34 

Average  of  all  pupils 65.25  73  2.84 


MEANING  AND  KNOWLEDGE  OF  CONSTRUCTION 


97 


clear,  from  a  study  of  many  papers,  that  a  pupil  may  be  so  taught 
and  drilled  in  grammar  that  he  can  translate  very  correctly  datives 
and  ablatives  and  subjunctives,  and  be  able  to  describe  and  classify 
Latin  constructions  with  ability,  but  yet  may  not  be  a  good  thought- 


TABLE   62 

RELATION  BETWEEN  ABILITY  TO  APPREHEND 
THE  MEANING  OF  LATIN  AND  KNOWLEDGE  OF  CONSTRUCTION 

Summary 

Connected  Latin  Test 
Q  Amount  Compre-  Latin 

Correct  hension  Grammar  Test 

YEAR  II 

I    13-54  22  1.20 

H    23.19  31  1.30 

III    30.16  38  1.90 

IV    51.64  58  2.IS 

YEAR  III 
I    20.98  32  2.17 

n  32.16  39  2.14 

III  44.00  48  1.87 

IV    55.19  54  2.32 

YEAR  IV 

I    28.19  44  1.93 

II    43.00  40  2.29 

III    51-17  53  2.33 

IV    65.25  72,  2.84 

getter  when  he  is  confronted  with  an  easy  connected  passage  of 
Latin  to  translate.  What,  now,  shall  we  say  concerning  the  practice 
of  spending  so  large  an  amount  of  time  for  three  years  on  prose 
composition  for  the  purpose  of  clarifying  and  fixing  principles  of 
grammatical  construction?  What  shall  we  say  concerning  the  ten- 
dency in  one-third  of  the  schools  to  spend  a  considerable  amount 
of  time  and  in  another  third  to  devote  a  very  large  amount  of  time 
to  direct  teaching  of  grammar?  The  facts  serve  only  to  strengthen 
the  conviction  stated  in  an  earlier  chapter  that  the  excessive  amount 
of  time  and  attention  given  to  grammar  is  an  unwise  and  wasteful 
practice. 


CHAPTER  XIII 

ABILITY  IN  THE  FUNDAMENTALS  OF  LATIN 
IN  RELATION  TO  TIME  DEVOTED  TO  LATIN  STUDY 

It  seems  desirable  at  this  point  to  inquire  into  the  exact  relation- 
ship of  the  amount  of  time  devoted  to  Latin  and  the  results  secured 
by  the  various  schools. 

Arrangement  of  Schools 

In  setting  forth  the  facts  in  connection  with  this  problem,  the 
schools  in  each  year  were  arranged  in  three  groups.  The  schools 
were  arranged  in  order  of  the  time  devoted  to  the  subject.  The  rela- 
tionship of  time  allotments  and  ability  to  get  the  thought  of  the 
Latin  may  be  seen  by  inspection  of  Tables  63-67. 

Conclusion  Concerning  Time  Devoted  to  Latin 
AND  Efficiency 

It  appears  from  the  tables  in  which  the  results  are  set  forth  that 
there  are  somewhat  better  results  on  the  whole  in  those  schools 
which  devote  most  time  to  the  subject.  This,  of  course,  would  be 
expected.  The  important  question  is:  Are  the  results  proportion- 
ate to  the  larger  time  allotments?  For  example,  in  the  first  year 
the  schools  of  Group  III  devote  229  minutes  more  a  week  to  Latin 
than  do  the  schools  of  Group  I.  It  appears  that  the  results,  how- 
ever, are  only  slightly  better,  not  sufficiently  superior  to  justify  the 
larger  time  allotments.  In  each  of  the  four  years,  the  schools  of 
Group  III  devote  to  Latin  about  200  minutes  more  per  week  than 
do  those  of  Group  I.  It  is  clear  throughout  each  of  these  years 
that  the  results  in  the  three  aspects  of  Latin  ability  measured  are 
not  sufficiently  greater  to  warrant  the  increase  in  time.  In  other 
words,  it  seems  probable  that  the  schools  of  Group  III  are  squan- 
dering a  good  deal  of  time.    Results  are  just  about  as  good  with  the 


TIME  AND  LATIN  EFFICIENCY  99 

smaller  time  allotments.     This  should  serve  as  an  indication  to  the 

schools  of  this  group  that  they  should  reduce  the  amount  of  time 
devoted  to  the  subject  and  improve  their  methods  of  instruction. 

TABLE   63 

TIME  ALLOTMENTS  AND  EFFICIENCY 

For  Pupils  Who  Have  Studied  Latin  One  Year 

r 

Number  of 
Minutes 

Per  Week  Latin  Latin 

Group                  School                          Devoted  to  Study  Grammar  Test          Sentence  Test  B 

of  Latin 
for  One  Year 

17  300  .07  3-41 

31  305  .87  3-44 

19  350  .50  3-02 

Zi    350  1.76  3-50 

I        21  375  .60  3.0s 

6  390  .28  2.76 

3  390  .56  3.23 

4  390  1. 16  4.61 

34  400  2.24  3.70 

Average  361  .73  3.28 

26  415  .90  2.35 

Z2     415  .50  3.63 

29  425  1.72  3-63 

16  440  1.20  3.76 

n     24  450  1.25  3.24 

14  450  .37  3.25 

I  500  .30  2.03 

23  500  .46  351 

10  500  1.09  3.94 

Average  455  .96  3.SI 

12  500  .87  3-0O 

27  520  .16  3,06 

9  525  .36  3-20 

22  550  1.69  3.38 

ni       5  575  2.22,  3-83 

11  600  1. 12  3.41 

20  600  1.20  4.11 

7  640  .91  2.87 

13  800  1.37  3.51 

Average  590  1.46  3.28 


100 


LATIN   IN   SECONDARY   SCHOOLS 


TABLE  64 

TIME  ALLOTiMENTS  AND  EFFICIENCY 
For  Pupils  Who  Have  Studied  Latin  Two  Years 


Number  of 

Minutes 

Per  Week 

Latin 

Latin 

Connected  La 

tin  Test 

Group         School 

Devoted  to 

Grammar 

Sentence 

Amount 

Compre- 

Study of 

Test 

Test  B 

Correct 

hension 

Latin  for 

Two  Years 

2 

240 

1.27 

3-99 

19.02 

26 

17 

313 

I.I7 

3-99 

12.99 

29 

31 

338 

1.63 

3-93 

22.83 

27 

19 

375 

1.98 

3-47 

26.69 

38 

T              15 

380 

3.01 

5-29 

58.04 

65 

6 

395 

I.16 

3-35 

12.28 

16 

3 

403 

1.49 

2.46 

13.79 

26 

21 

413 

2.17 

4-25 

31.81 

40 

i6 

440 

1.22 

4-25 

22.11 

41 

i8 

450 

•92 

3.83 

22.14 

23 

Average 

375 

1.36 

4.04 

26.11 

36 

34 

450 

2.29 

4-23 

35-43 

54 

14 

450 

.59 

3.84 

21.99 

36 

26 

453 

1.29 

3-19 

7.67 

9 

29 

463 

2.29 

5.41 

73-40 

65 

II             4 

483 

1.64 

3.38 

18.21 

25 

25 

488 

1.85 

4.10 

34-21 

41 

24 

500 

2.39 

3-95 

23.61 

24 

I 

500 

1.66 

5.38 

32.79 

43 

23 

500 

I. OS 

3.82 

16.86 

24 

10 

500 

1-73 

6.05 

28.04 

43 

Average 

478 

1.64 

4.01 

27.24 

34 

30 

510 

1.86 

4-15 

35.38 

48 

27 

520 

.85 

484 

38.42 

68 

9 

525 

1.18 

3-57 

7.65 

12 

22 

525 

2.07 

4.69 

41.64 

53 

III           12 

525 

2.35 

4.10 

27.14 

35 

II 

570 

2.09 

4-52 

.... 

.... 

5 

575 

2.79 

4.42 

60.86 

72 

20 

600 

1.81 

4-43 

19.33 

33 

7 

648 

1.09 

3-52 

27.75 

34 

13 

800 

1.72 

3-99 

38.00 

36 

Average 

580 

1-95 

4.22 

30.54 

40 

TIME  AND  LATIN  EFFICIENCY 


lOI 


TABLE  65 

TIME  ALLOTMENTS  AND  EFFICIENCY 
For  Pupils  Who  Have  Studied  Latin  Three  Years 


Number  of 

Minutes 

Latin 

Latin 

Connected  Latin  Test 

Group          School 

Devoted  to 

Study  of 

Latin  for 

Three  Years 

Grammar 
Test 

Sentence 
Test  B 

Amount 
Correct 

Compre- 
hension 

2 

240 

1.92 

3-6i 

25.38 

21 

17 

359 

1.46 

4.84 

43-99 

60 

19 

384 

2.67 

4-75 

46.60 

44 

IS 

387 

2.67 

4.27 

52.84 

92 

I    31 

389 

2.30 

4-79 

28.33 

48 

6 

394 

1.64 

4.48 

44.51 

38 

3 

407 

1.82 

3-51 

30.22 

71 

21 

425 

2.13 

4.46 

26.70 

30 

18 

450 

1.66 

4-35 

32.20 

28 

14 

450 

•23 

4-75 

29.63 

31 

Average 

389 

1.84 

4-50 

38.09 

50 

16 

452 

2.57 

5-01 

3523 

61 

26 

465 

2.28 

4.58 

23.40 

31 

34 

467 

2.59 

4.20 

56.78 

51 

24 

483 

2.52 

4.90 

57.92 

56 

II              I 

500 

2.00 

5.22 

48.12 

•    55 

23 

500 

1.72 

4-52 

43.94 

45 

29 

500 

3.01 

6.04 

44.73 

S6 

10 

500 

2.34 

4-49 

22.12 

37 

25 

515 

2.10 

4-77 

38.11 

48 

27 

520 

1-75 

5-75 

39-09 

42 

Average 

490 

2.30 

4.80 

39-20 

46 

9 

525 

2.19 

4.04 

19.91 

28 

22 

534 

2.91 

4.81 

35.48 

46 

4 

540 

2.07 

4-35 

37.38 

39 

30 

549 

2.61 

4-38 

45.55 

59 

III          12 

550 

2.52 

4/1 

40.56 

49 

5 

575 

2.76 

5-14 

56.70 

68 

20 

600 

1.65 

4.83 

11.38 

36 

II 

605 

2.24 

4-52 

.... 



7 

639 

1.66 

4.27 

55.28 

34 

13 

800 

2.70 

5-40 

67.02 

62 

Average 

592 

2.27 

4.58 

36.93 

41 

102 


LATIN   IN   SECONDARY   SCHOOLS 


TABLE  66 

TIME  ALLOTMENTS  AND  EFFICIENCY 
For  Pupils  Who  Have  Studied  Latin  Four  Years 


Number  of 

Minutes 

Per  Week 

Latin 

Latin 

Connected  Latin  Test 

Group        School 

Devoted  to 

Grammar 

Sentence 

Amount 

Compre- 

Study of 

Test 

TestB 

Correct 

hension 

Laun  for 

Four  Years 

2 

240 

2.06 

495 

4324 

48 

19 

388 

2.76 

4.41 

49.50 

46 

IS 

390 

2.99 

5-39 

65.12 

68 

17 

393 

1. 91 

4.86 

52.21 

56 

I              6 

393 

1.50 

4-43 

45.62 

42 

21 

4>2 

2.03 

3.89 

42.73 

36 

31 

3 

2.26 

5-19 

34.06 

62 

3 

.   8 

1.74 

430 

23.65 

25 

i6 

4^5 

2.07 

4.85 

33.32 

63 

i8 

450 

1.23 

4-31 

31.38 

26 

Average 

393 

1.98 

4-74 

41.64 

45 

24 

463 

2.27 

4.66 

49.30 

46 

14 

.  .  . 

4.28 

44.73 

S3 

26 

471 

1.96 

4-15 

27.63 

45 

34 

475 

2.79 

S.13 

63.20 

84 

I 

500 

2.72 

5-34 

70.89 

80 

II             23 

500 

2.18 

502 

45.34 

44 

29 

519 

3.34 

5-93 

73.51 

95 

27 

520 

2.14 

4.87 

21.58 

S3 

25 

522 

2.74 

5.14 

5439 

61 

9 

525 

2.08 

499 

21.74 

48 

Average 

496 

2.40 

4.88 

45.21 

59 

22 

537 

2.7i 

4.98 

51-57 

65 

10 

538 

2.65 

524 

53.09 

67 

20 

565 

3.10 

560 

38.92 

51 

30 

565 

2.74 

5-21 

58.71 

70 

III            4 

569 

2.ii 

4.46 

37.47 

Z3 

5 

575 

3-15 

5.80 

60.72 

70 

12 

575 

2.77 

456 

4303 

43 

7 

s8o 

2.46 

S-47 

70.86 

58 

II 

623 

2.82 

5.88 

.... 

.... 

13 

790 

2.66 

5-77 

8523 

66 

Average 

592 

2.75 

5-21 

5453 

56 

TIME  AND  LATIN  EFFICIENCY 

TABLE  67 

TIME  ALLOTMENTS  AND  EFFICIENCY 

Summary 

GROUP  AVERAGES 


103 


Average 

Number  of 

Minutes 

Latin                       Latin 

Connec 

ted  Latin  Test 

Croup 

Per  Week 

Grammar                Sentence 

Amount 

Compre- 

Devoted to 

Test                    TestB        ' 

Correct 

hension 

Latin 

Study 

YEAR  I 

I 

361I 

.7i                  3.28 

.... 

.  . 

II 

455 

.96                  3-5 1 

.... 

III 

590 

1.46                  3.28 
YEAR  II 

.... 

I 

375 

1.36                  4-04    ;  ^ 

26.11 

36 

II 

478 

1.64               4.01    "^^ 
1.95              4.22    ^ 

27.24 

34 

III 

580 

30.54 

40 

YEAR  III 

I 

389 

1.84                  4.50 

38.09 

50 

II 

490 

2.30                  4.80 

39.20 

46 

III 

592 

2.27                   4-58 
YEAR  IV 

36.93 

41 

I 

393 

1.98                  4-74 

41.64 

45 

II 

496 

2.40                  4-88 

45.21 

59 

III 

592 

2.75                     5-21 

54-53 

56 

1  These  figures  are  the  averages  for  one,  two,  three  and  four  years  re- 
spectivel3^ 


In  the  facts  brought  out  here,  is  another  ilkistration  of  the  fact  that 
satisfactory  results  do  not  depend  so  much  upon  long  periods  as 
upon  skillful  instruction.  These  schools  which  get  excellent  results 
on  relatively  small  time  allotments  have  adopted  methods  of  instruc- 
tion which  are  capable  of  securing  a  given  result  with  the  least 
expenditure  of  time  and  teaching  effort,  which  constitutes  the  real 
essence  of  economv  in  education. 


CHAPTER  XIV 

EVALUATION  OF  METHOD  IN  LATIN  INSTRUCTION 

Evaluation  of  Method 

Now  the  important  problem  in  connection  with  method  is  to  see 
what  the  effect  of  each  different  kind  of  procedure  in  teaching  is 
upon  the  performance  of  the  pupils.  In  other  words,  we  need  to 
evaluate  the  various  methods  in  terms  of  the  ability  of  the  pupils. 
Does  any  one  type  of  procedure  appear  to  produce  any  superiority 
on  the  part  of  the  pupils,  in  ability  to  grasp  the  thought  of  Latin 
rapidly  and  intelligentlly  ? 

Schools  Chosen  for  Comparison 

Out  of  the  entire  number  of  schools,  twenty-four  were  chosen 
for  purposes  of  comparison  of  methods.  There  were  some  schools 
in  the  case  of  which  no  comparison  would  be  fair.  For  example, 
in  the  case  of  a  school  in  which  the  teaching  was  poor  on  account  of 
the  inferiority  of  the  teacher  it  would  not  be  fair  to  make  a  com- 
parison with  a  school  in  which  the  teacher  was  of  superior  ability. 
In  the  former  school  the  best  of  methods  would  give  a  poor  result. 
Comparisons  of  method  would  be  fair  only  in  schools  in  which  the 
same  method  had  been  in  use  during  the  time  that  the  highest  class 
had  been  in  school.  The  twenty-four  schools  which  were  chosen 
presented  conditions  which  were  similar  and  comparable  to  a  suffi- 
cient degree  so  that  the  results  of  such  a  comparison  are  valid  and 
fair.  In  each  of  the  three  method  groups  the  schools  which  were 
chosen  represent  the  respective  methods  at  their  best.  In  other 
words,  the  results  secured  from  these  methods  in  these  schools 
would  be  expected  to  be  duplicated  in  any  group  of  schools  under 
normal  conditions. 

In  Tables  68-71,  the  schools  are  classified  according  to  the 
methods  which  they  use.  It  is  possible  to  make  three  groups  on 
this  basis.  In  Table  ^2  is  given  a  summary  of  the  facts  in  the  form 
of  averages  of  the  groups.    These  figures  are  a  clear  indication  that 


EVALUATION  OF  METHOD 


105 


in  general  the  translation  method  is  adequate.  In  each  of  the  three 
years  above  the  first  the  schools  of  Group  I  give  a  better  result  in 
amount  correct  in  the  Connected  Latin  Test.    The  superiority  of  the 

TABLE  68 

COMPARISON  OF  DIFFERENT  METHODS 

For  Ability  in  the  Fundamentals  of  Latin 

Class  Averages 

YEAR  I 


Group 


Method 


AI 

AI 
AI 
AI 

I  AI 
BI 
BII 
BII 

Average  of  all 
CII 
CII 
CII 

II  CII 
CII 
CII 
CII 
CII 

Average  of  all 

cm 
cm 
cm 
III  cm 

cm 
cm 
cm 
cm 

Average  of  all 


School 

6 

2 

19 
i8 

15 

24 
29 

30 


pupils. 


5 
13 

I 
10 

3 
31 
25 
16 


pupils. 


12 

9 

7 

14 

4 

22 

26 

27 


pupils. 


Latin 

Latin 

Latin 

Sentence 

Grammar 

Vocabulary 

TestB 

Test 

Test 

2.76 

.28 

316 

342 

•47 

3-33 

3-02 

.50 

3-32 

... 

3-i6 

324 

1.25 

•  •  • 

3.63 

1.72 

2.80 

•71 

.  • . 

3.13 

.75 

3-20 

3.83 

2.33 

4.02 

3-51 

1.37 

3.78 

2.03 

■30 

3.65 

3-94 

1.09 

3.65 

323 

.56 

3-44 

.87 

.  .  . 

3.96 

2.24 

.  .  . 

376 

1.20 

3.65 

1-47 

3.86 

3-00 

.87 

... 

3-20 

.36 

2.87 

.91 

3-20 

3-25 

•37 

3-51 

4.61 

1.16 

3.82 

3.38 

1.69 

2.35 

.90 

2.99 

3.06 

.16 

. . . 

3-13 

.88 

3-23 

schools  in  Group  I  over  those  in  Group  III  is  evident  in  all  of  the 
three  years  in  this  particular.  On  the  basis  of  these  figures  we  are 
justified  in  asserting  that  the  translation  method  appears  on  the 


io6 


LATIN  IN  SECONDARY   SCHOOLS 


whole  to  give  considerably  better  results  in  the  schools  in  which  it 
is  in  use  than  does  the  grammatical  method  in  the  schools  in  which 
it  is  used  as  far  as  the  amount  of  Latin  interpreted  correctly  is  con- 


TABLE   69 

COMPARISON  OF  DIFFERENT  METHODS 

For  Ability  in  the  Fundamentals  of  Latin 

Class  Averages 

YEAR  II 


Connected  Latin  Test 

Group 

Method     1 

School 

Amount 

Amount 

Compre- 

Latin 

Latin 

Latin 

Attempted 

Correct 

hension 

Sentence 
TestB 

Grammar 
Test 

Vocabulary 
Test 

AI 

6 

77.68 

12.28 

16 

3.35 

I.16 

3.71 

AI 

2 

75.67 

19.02 

26 

3.99 

1.27 

4.07 

AI 

19 

69.27 

26.69 

38 

3.47 

1.98 

.... 

I 

AI 

i8 

98.69 

22.14 

23 

zs,i 

.92 

3.97 

AI 

15 

88.81 

58.04 

65 

5.29 

3.01 

.... 

BI 

24 

9958 

23.61 

24 

3.95 

2.39 

.... 

BII 

29 

II2.61 

73.40 

65 

5.41 

2.29 

.... 

BII 

30 

74.07 

35.38 

48 

4.15 

1.86 

.... 

Average  of  all 

'.  pupils  89.99 

35.13 

39 

3.95 

1.58 

3-34 

CII 

5 

84.16 

60.86 

72 

4.42 

2.79 

CII 

13 

103.09 

38.00 

36 

3-99 

1.72 

4.11 

CII 

I 

76.87 

32.79 

43 

5.38 

1.66 

4.52 

II 

CII 

10 

65.70 

28.04 

43 

6.05 

1.73 

3.44 

CII 

3 

53.78 

13.79 

26 

2.46 

1.49 

.... 

CII 

31 

84.89 

22.83 

27 

3-93 

1.63 

.... 

CII 

25 

83.29 

34.21 

41 

4.10 

1.85 

.... 

Cii 

16 

54.14 

22.11 

41 

4.25 

1.22 

.... 

Average  of  all 

pupili 

3    72.77 

30.88 

43.11 

423 

1.61 

3.90 

cm 

12 

77.94 

27.14 

35 

4.10 

2.35 

.... 

cm 

9 

65.15 

7.65 

12 

3-57 

1. 18 

.... 

III 

cm 

7 

82.53 

27.75 

34 

3.52 

1.09 

3.89 

cm 

14 

61.02 

21.99 

36 

3.84 

.59 

3.35 

cm 

4 

73.46 

18.21 

25 

3.38 

1.64 

3.65 

cm 

22 

78.71 

41.64 

53 

4.69 

2.07 

.... 

cm 

26 

79.30 

7.67 

9 

3-19 

1.29 

323 

cm 

27 

56.45 

38.42 

68 

4.84 

.85 

.... 

Average  of  ail 

'.  pupil 

s  72.40 

24.16 

30 

3.81 

1.46 

348 

cerned.     Of  course,  there  are  exceptions  to  this  statement  in  the 
case  of  individual  schools.  With  reference  to  comprehension,  Group 


EVALUATION  OF  METHOD 


107 


I  shows  a  result  superior  to  Group  III  in  each  of  the  three  years. 
On  the  other  hand,  in  Group  II,  the  results  are  slightly  higher  than 
those  in  Group  I  in  two  cases. 


TABLE   70 

COMPARISON  OF  DIFFERENT  METHODS 

For  Ability  in  the  Fundamentals  of  Latin 

Class  Averages 

YEAR  III 


Connected  Latin  Test 

Group    Method 

School 

Amount 

Amount 

Compre- 

Latin 

Latin 

Latin 

Attempted 

Correct 

hension 

Sentence 

Grammar 

Vocabulary 

TestB 

Test 

Test 

AI 

6 

115.89 

44-51 

38 

4.48 

1.64 

4-05 

A  I 

2 

119.67 

25-38 

21 

3-61 

1.92 

4.14 

AI 

19 

105.46 

46.60 

44 

4.75 

2.67 

.... 

A  I 

15 

57-67 

52.84 

92 

4-27 

2.67 

.... 

I           AI 

18 

116.42 

32.20 

28 

4-35 

1.66 

4.14 

BI 

24 

103.57 

57-92 

56 

4.90 

2.52 

.... 

BII 

29 

79-33 

44.73 

56 

6.04 

301 

.... 

BII 

30 

77.25 

45-55 

59 

438 

2.61 

.... 

Average  of  all 

pupils 

lOI.OI 

45.32 

51 

4.39 

2.10 

4.12 

CII 

5 

83.00 

56.70 

51 

5.14 

2.76 

.... 

CII 

13 

108.91 

67.02 

62 

540 

2.70 

.... 

CII 

I 

85-15 

48.12 

55 

5.22 

2.00 

4-47 

CII 

ID 

60.55 

22.12 

37 

4.49 

2.34 

425 

II         CII 

3 

42.50 

30.22 

71 

3-51 

1.82 

.... 

CII 

31 

58.56 

28.33 

48 

4-79 

2.30 

.... 

CII 

25 

80.22 

38.11 

48 

4.77 

2.10 

.... 

CII 

16 

58.18 

35.23 

61 

5.01 

2.57 

.... 

Average  of  all 

pupils 

74-19 

41.42 

50 

4.80 

2.35 

4.28 

cm 

12 

82.56 

40.56 

49 

4.71 

2.52 

•  •  •  • 

cm 

9 

72.10 

19.91 

28 

4-04 

2.19 

.... 

cm 

7 

164.95 

55-28 

34 

4.27 

1.66 

4-49 

cm 

14 

94.96 

26.93 

31 

4.75 

.23 

4.16 

III      cm 

4 

96.60 

37.38 

39 

4-35 

2.07 

4.20 

cm 

22 

76.72 

35.48 

46 

4.81 

2.91 

.... 

cm 

26 

74.40 

23.40 

31 

4.58 

2.28 

4.02 

cm 

27 

92.18 

39.09 

42 

5.75 

1-75 

.... 

Average  of  all  pupils 

93-16 

36.21 

38, 

4.51 

2.O4 

4.25 

In  the  other  aspects  of  Latin  ability  the  adequacy  of  the  transla- 
tion method  is  evident.     In  Table  y2,  in  connection  with  ability  to 


io8 


L.i77.V    IN   SECONDARY   SCHOOLS 


translate  Latin  sentences,  there  is  no  case  in  which  the  translation 
method  is  not  practically  as  adequate  as  the  grammatical  method. 
There  is  not  difference  enough  between  the  results  of  any  of  the 


TABLE   71 

COMPARISON  OF  DIFFERENT  METHODS 

For  Ability  in  the  Fundamentals  of  Latin 

Class  Averages 

YEAR  IV 


Connected  Latin  Test 

Group 

Method 

School 

Amount 

Amount 

Compre- 

Latin 

Latin 

Latin 

Attempted 

Correct 

hension 

Sentence 

Grammar 

Vocabulary 

Tests 

Test 

Test 

AI 

6 

108.92 

45.62 

42 

4-43 

1.50 

392 

AI 

2 

90.71 

43.24 

48 

4.95 

2.06 

4.48 

AI 

19 

107.18 

49.50 

46 

4.41 

2.76 

.... 

AI 

i8 

120.15 

31.38 

26 

4.31 

1.23 

3-97 

I 

AI 

15 

95-94 

65.12 

68 

5.39 

2.99 

.... 

BI 

24 

106.05 

49.30 

46 

4.66 

2.27 

.... 

BII 

29 

77.38 

73-51 

95 

5-93 

3.34 

.... 

BII 

30 

83.88 

58.71 

70 

5.21 

2.74 

...  * 

Average  of  all  pupils 

103.41 

54-12 

57 

4-72 

2.03 

4.14 

CII 

5 

87.29 

60.72 

70 

5.80 

3.15 

4-56 

CII 

13 

129.77 

85.23 

66 

5.77 

2.66 

4.23 

CII 

I 

88.49 

70.89 

80 

5.34 

2.72 

4.41 

CII 

lO 

78.84 

53.09 

67 

5.24 

2.65 

4.10 

II 

CII 

3 

95.16 

23.65 

25 

4.30 

1.74 

.... 

CII 

31 

55.18 

34.06 

62 

5.19 

2.26 

.... 

CII 

25 

88.65 

54.39 

61 

5.14 

2.74 

.... 

CII 

i6 

52.98 

33-32 

63 

4.85 

2.07 

.... 

Average  of  all 

pupils 

83.45 

50.99 

61 

5.17 

2.38 

4-35 

cm 

12 

99.71 

43.03 

43 

4.56 

2.77 

.  .  .  • 

cm 

9 

45.22 

21.74 

48 

4-99 

2.08 

.... 

III 

cm 

7 

121.86 

70.86 

52 

5.47 

2.46 

4.15 

cm 

14 

84.18 

44.73 

53 

4.28 

.... 

4.02 

cm 

4 

113.36 

37.47 

33 

4.46 

2.33 

4.21 

cm 

22 

79.61 

51.57 

65 

4.98 

2.73 

.... 

cm 

26 

61.93 

27.63 

45 

4.15 

1.96 

4.12 

cm 

27 

40.54 

21.58 

53 

4.87 

2.14 

.... 

Average  of  all 

pupils 

78.87 

38.23 

47 

4.70 

2.41 

4.12 

methods  to  warrant  the  statement  that  one  is  in  any  marked  degree 
superior  as  far  as  the  ability  to  translate  sentences  goes.     In  gram- 


EVALUATION  OF  METHOD  109 

mar  and  vocabulary,  the  translation  method  gives,  on  the  whole,  as 
good  a  result,  although  there  are  a  few  cases  in  which  the  gram- 
matical method  shows  a  slightly  better  average.    In  these  aspects  of 

TABLE   72 

COMPARISON  OF  DIFFERENT  METHODS 

For  Ability  in  the  Fundamentals  of  Latin 

Summary 


YEAR  I 

Connected  Latin  Test 

Latin 

Latin 

Latin 

Group 

Method 

Amount 

Amount          Compre- 

Sentence 

Grammar 

Vocabulary 

Attempted 

Correct           hension 

Test  B 

Test 

Test 

AI      ) 

I 

BI 

BII     ) 

.... 

.... 

3-'i3 

•75 

3-20 

II 

CII 

.... 

■    ■••                                 •••• 

3.65 

1-47 

3-86 

III 

cm 

AI       ) 

YEAR  II 

3.13 

.88 

3-23 

1 

BI 
BII     ) 

■        89.99 

35-13 

3-95 

1.58 

3-34 

II 

CII 

72.77 

30.88                43 

4.23 

1.61 

3-90 

III 

cm 

AI      ) 

72.40 

24.16                30 
YEAR  III 

3-81 

1.46 

3-48 

I 

BI       f 
BII     ) 

-      lOI.OI 

45-32                51 

4-39 

2.10 

4.12 

II 

CII 

74-19 

41.42               so 

4.80 

2-35 

4.28 

III 

cm 

AI      ) 

93.16 

36.21                38 
YEAR  IV 

4-51 

2.04 

4-25 

I 

BI 
BII     ) 

-     103.41 
1 

54.12                57 

4.72 

2.03 

4.14 

II 

CII 

8345 

50.99                61 

5-17 

2.38 

4-35 

III 

cm 

78.87 

38.23                47 

4.70 

2.41 

4.12 

Latin  ability,  as  far  as  the  result  itself  is  concerned,  no  method  has 
any  marked  advantage. 


no  LATIN  IN  SECONDARY  SCHOOLS 

Method  in  Relation  to  Time  Allotments. 

The  demands  for  economy  of  time  in  education  are  now  so 
insistent  that  it  is  necessary  to  examine  all  types  of  procedure  in 
teaching  with  strict  reference  to  their  time  requirements.  Of  two 
methods,  that  which  can  secure  the  same  or  a  better  result  with  less 

TABLE   73 

COMPARISON  OF  DIFFERENT  METHODS 

In  Relation  to  Time  Allotments 

Class  Averages 

YEAR  I 

Number  of 
Minutes  Per  Week 
Group  Method  School  Devoted  to 

Study  of  Latin 
for  One  Year 

AI   6  390 

AI    2  240 

A I    19  350 

A I    18  450 

I  A I    15  370 

BI    24  450 

BII    29  42s 

BII    30  485 

Average    395 

CII  5  575 

CII  13  800 

C II  I  500 

II  CII  10  500 

CII  3  390 

CII  31  305 

CII  25  450 

CII  16  440 

Average   495 

cm    12  500 

CIII    9  525 

cm    7  640 

III  CIII    14  450 

cm  4  390 

cm  22  550 

cm  26  415 

cm  27  520 

Average    499 


EVALUATION  OF  METHOD 


III 


time,  other  things  being  equal,  will  have  to  be  regarded  as  better. 
In  view  of  this  fact,  it  becomes  an  important  part  of  this  investi- 
gation to  examine  the  different  methods  in  use  with  reference  to 

TABLE   74 

COMPARISON  OF  DIFFERENT  METHODS 

In  Relation  to  Time  Allotments 

Class  Averages 

YEAR  II 

Number  of 
Minutes  Per  Week 

Group  Method  School  Devoted  to 

Study  of  Latin 
for  Two  Years 

A I    6  395 

A I   2  240 

A I    19  375 

A I    18  450 

I  A I    15  380 

BI    24  500 

BII    29  463 

BII    30  510 

Average    4i4 

CII    5  575 

CII    13  800 

•CII    I  500 

CII    10  500 

II  CII    3  403 

CII  31  338 

CII    25  488 

CII    16  440 

Average    506 

cm    12  525 

cm  9  525 

cm  7  648 

III              cm  14  450 

cm  4  483 

cm  22  525 

cm  26  453 

cm  27  520 

Average    5^6 

the  amount  of  time  necessary  to  produce  a  given  result.   In  Tables 
73-76  the  time  allotments  for  each  school  are  given  and  the  schools 


112 


LATIN   IN  SECONDARY   SCHOOLS 


are  classified  according  to  method.     A   summary  of  the  facts  is 
given  in  Table  yy. 


TABLE   75 

COMPARISON  OF  DIFFERENT  METHODS 

In  Relation  to  Time  Allotments 

Class  Averages 

YEAR  III 

Number  of 
Minutes  Per  Week 

Group  Method  School  Devoted  to 

Study  of  Latin 
for  Three  Years 

A I    6  394 

A I   2  240 

A  I    19  384 

I  A I    18  4SO 

A I   15  387 

BI    24  483 

BII   29  500 

BII    30  549 

Average   423 

CII  5  575 

CII  13  800 

CII  I  500 

II  CII  10  500 

CII  3  407 

CII  31  389 

CII  25  515 

CII  16  452 

Average    5^7 

cm    12  550 

cm   9  525 

cm  7  639 

III  cm    14  450 

cm  4  540 

cm  22  534 

cm  26  465 

cm  27  520 

'Average   528 

The  evidence  is  unmistakably  clear.  The  eight  schools  in  Group 
I  require  an  average  of  105  minutes,  or  about  one  and  three-fourths 
hours  less  per  week  for  four  years  than  do  the  eight  schools  in 


EVALUATION  OF  METHOD 


"3 


Group  III.  These  are  respectively  the  translation  method  and  the 
grammatical  method.  This  figure  is  secured  by  taking  the  time 
allotments  for  four  years,  as  given  in  Table  53. 

TABLE   76 

COMPARISON  OF  DIFFERENT  METHODS 

In  Relation  to  Time  Allotments 

Class  Averages 

YEAR  IV 


Number  of 
Minutes  Per  Week 
Group  Method  School  Devoted  to 

Study  of  Latin 
for  Four  Years 

A I    6  393 

AI   2  240 

A I    19  388 

I  A I   i8  450 

A I    IS  390 

BI    24  463 

BII    29  519 

BII    30  565 

Average    426 

CII    5  575 

CII    13  790 

C II   I  500 

II  CII     ID  538 

CII    3  418 

CII    31  413 

CII    25  522 

CII    16  445 

Average    525 

cm    12  575 

cm    9  525 

cm  7  580 

III              cm  14  469 

cm  4  569 

cm  22  537 

cm  26  471 

C  III    27  520 

Average    531 

Of  the  eight  schools  which  use  Method  AI,  BI,  or  BII,  all  but 
two  stand  in  the  lowest  half  as  regards  the  average  amount  of  time 


114 


LATIN  IN  SECONDARY  SCHOOLS 


spent  on  Latin  for  four  years,  as  shown  in  Table  53.  Four  of  these 
are  in  the  lowest  one-fourth,  and  in  fact  are  the  four  lowest  schools 
in  the  whole  group  of  schools. 


Group 


TABLE   77 

COMPARISON  OF  DIFFERENT  METHODS 

In  Relation  to  Time  Allotments 

Summary 


Method 


AI 

I 

BI 

BII 

II 

CII 

III 

cm 

AI 

BI 

BII 

11 

CII 

III 

cm 

AI 

BI 

BII 

11 

CII 

III 

cm 

AI 

BI 

BII 

II 

CII 

III 

cm 

FOR  ONE  YEAR 


FOR  TWO  YEARS 


FOR  THREE  YEARS 


FOR  FOUR  YEARS 


Average  Number 

of  Minutes 

Per  Week 

Devoted  to 

Study  of  Latin 


39500 


495-00 
499.00 


414.00 

506.00 
516.00 


42300 

51700 
528.88 


426.00 

525.00 
531-00 


In  the  first  year,  the  schools  of  Group  I  take  104  minutes  less 
time  per  week  than  the  schools  using  the  grammatical  method.  In 
the  second  year,  the  corresponding  saving  in  time  is  102  minutes, 
in  the  third  year,  105  minutes,  and  in  the  fourth,  105.  There  is  no 
great  difference  in  the  amount  of  class  time  spent  in  the  two  meth- 


EVALUATION  OF  METHOD  115 

ods.  In  each  year,  the  pupils  who  are  taught  by  the  translation 
method  spend  about  100  minutes  per  week  less  time  studying  Latin 
outside  of  class  than  do  pupils  taught  by  the  grammatical  method. 
Here  is  a  substantial  saving  of  time.  A  saving  of  100  minutes  a 
week  for  four  years  is  eminently  worth  while.  If  the  results  are 
equally  good  by  the  translation  method  it  will  be  clear  evidence  that 
learning  is  more  economical  and  efficient  by  that  type  of  procedure. 

We  have  already  presented  evidence  that  the  results  by  this 
method  are  practically  as  adequate,  and  now,  when  we  take  into  con- 
sideration the  fact  that  they  are  secured  by  conspicuously  smaller 
time  allotments,  we  have  a  clear  justification  of  this  method  as  com- 
pared with  the  grammatical  method.  We  have  also  further  proof  of 
the  futility  and  wastefulness  of  that  plan  of  teaching  which  spends 
so  large  an  amount  of  time  learning  paradigms  and  rules  and  gives 
so  much  attention  to  syntactical  analysis  of  the  Latin  texts  which  are 
translated  in  class. 

One  of  the  interesting  and  rather  significant  facts  in  connection 
with  this  aspect  of  the  investigation  is  the  fact  that  the  schools  of 
Group  I  which  devote  least  time  to  the  study  of  Latin  grammar  in 
a  formal  way,  and,  in  fact,  least  time  to  it  in  any  way,  with  a  con- 
spicuously smaller  time  allotment  in  general,  get  on  the  whole  as  sat- 
isfactory results  in  Latin  grammar.  This  is  especially  significant 
and  is  an  indication  of  the  source  of  the  great  waste  which  takes 
place  in  the  teaching  of  Latin. 

The  Latin  Grammar  Test  was  omitted  in  two  of  the  schools  of 
Group  I  in  the  first  year  and  so  the  results  may  not  be  valid.  In 
the  second  year  the  schools  of  Group  I  get  an  average  score  of  1.58 
in  grammar,  while  the  schools  of  Group  III  get  only  1.46.  Of 
course  there  is  no  great  difference  between  these  scores,  but  the 
point  is  that  the  schools  which  are  putting  special  emphasis  on  for- 
mal grammar,  devoting  an  excessive  amount  of  time  to  it,  and  mak- 
ing it,  in  a  large  measure,  the  end  and  aim  of  their  work,  are  get- 
ting no  better  results  in  this  respect  than  the  schools  which  place 
little  or  no  direct  emphasis  on  this  phase  of  the  work.  In  the  third 
year.  Group  I  averages  slightly  higher  than  Group  III  and  in  the 
fourth  year  Group  III  is  a  little  higher  than  Group  I,  but  in  both 
third  and  fourth  years  there  is  no  material  difference  between  the 


ii6  LATIN  IN  SECONDARY   SCHOOLS 

scores.  On  the  basis  of  these  facts  we  may  say  that  the  grammati- 
cal method,  with  all  of  its  stress  on  formal  teaching  of  grammar, 
.secures  no  better  result  than  the  translation  method  with  its  smaller 
time  allotment  in  general  and  its  limited  stress  on  the  direct  teach- 
ing of  grammar. 


CHAPTER  XV 

ONE  OBSTACLE  TO  SUCCESS  IN  LATIN  AND 

THE  REMEDY 

Wide  Range  of  Ability  in  Classes  a  Hindrance 

There  seems  to  be  no  doubt  that  the  fact  of  the  wide  range  of 
abiHties  found  in  practically  all  of  the  Latin  classes  at  the  present 
time  is  one  of  the  important  factors  which  contribute  to  the  lack  of 
results.  The  question  immediately  arises :  Is  this  condition  inevit- 
able? It  does  not  require  a  large  amount  of  reflection  to  see  that  a 
very  effective  remedy  has  always  been  at  hand,  but,  as  in  all  other 
subjects  previous  to  the  advent  of  scientific  measurement  of  results, 
we  have  been  going  on  in  a  blind  fashion  and  incidentally  wasting 
an  excessive  amount  of  time  and  eft'ort.  With  pupils  of  all  degrees 
of  ability  in  each  of  the  three  upper  classes  several  conditions  arise. 
In  the  first  place,  the  pupils  in  the  upper  quarter  of  each  class  are 
able  to  translate  five  or  six  times  as  much  Latin  as  those  in  the 
lowest  quarter.  If  instruction  is  adapted  to  the  middle  half  of  the 
class,  those  in  the  lowest  quarter  can  not  do  the  work.  As  a  result 
they  fail  for  three  years.  This  seems  to  be  a  rather  long  time  to 
take  to  fail  to  do  a  thing.  It  is  certainly  a  most  wasteful  procedure. 
A  second  result  is  that  those  in  the  upper  quarter  of  the  class  are 
allowed  to  do  perhaps  only  a  quarter  of  what  they  are  capable  of 
doing.     Here  is  an  educational  waste  of  the  worst  kind. 

Table  78  sets  forth  graphically  the  extent  of  the  overlapping  in 
School  38.  In  Class  II  there  are  forty-two  pupils,  in  Class  III, 
twenty-two,  and  in  Class  IV,  seventeen.  All  of  the  pupils  in  Class 
III  fall  within  the  range  of  Class  II  and  could  well  be  taught  with 
that  class  as  far  as  any  differences  in  ability  go.  Three-fourths  of 
all  of  the  pupils  of  Class  IV  fall  well  down  in  the  division  of  the 
scale  assigned  to  Class  II.  It  is  evident  that  if  we  could  select  four- 
teen pupils  from  Class  II,  four  from  Class  III  and  three  from  Class 
IV,  we  could  make  a  new  Class  II  which  would  be  a  compact,  homo- 
geneous group  as  far  as  ability  to  translate  Latin  goes.     It  would 


ii8 


LATIN   IN   SECONDARY  SCHOOLS 


>^ 

H 

J 

t—^ 

m 

< 

O 

Q 

H 

^ 

C? 

< 

l-H 

tA 

Q 

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ONE  OBSTACLE  AND  THE  REMEDY  119 

require  a  rather  specious  skepticism  on  the  part  of  anyone  to  say 
that  these  pupils  would  not  do  a  great  deal  more  effective  work  in  a 
class  together  than  as  they  are  now.  The  same  would  be  true  of 
the  other  two  classes. 

The  new  arrangement  of  the  three  classes  is  shown  in  Table  78. 
There  are  eighteen  pupils  who  ought  either  to  drop  Latin  entirely 
or  to  go  back  to  first  year  work.  There  are  four  pupils  in  the  senior 
class  who  have  extraordinary  ability  as  compared  with  the  others. 
They  can  probably  be  assigned  additional  Latin  to  be  translated  out- 
side of  class.  All  of  the  others  form  reasonably  homogeneous 
groups  as  regards  ability  and  can  be  profitably  taught  together. 

In  Table  79  are  set  forth  the  same  facts  for  School  41,  but  the 
table  is  based  on  Latin  Sentence  Test  A.  It  will  be  seen  in  this 
table  that  the  group  of  pupils  in  the  second  year  far  overlaps  the 
third  year  group,  and  both  of  these  groups  entirely  overlap  the 
group  of  fourth  year  pupils.  The  conspicuous  lack  of  application 
of  the  principles  of  educational  measurement  and  diagnosis  in  this 
school  is  so  obvious  that  it  does  not  need  to  be  pointed  out. 

A  Suggested  Remedy 

For  the  present  we  shall  leave  out  of  consideration  any  objec- 
tions from  an  administrative  point  of  view  and  suggest  a  plan  for 
classification  of  pupils  in  Latin  above  the  first  year. 

First,  schools  in  which  there  are  sixty  pupils  above  the  begin- 
ners should  have  three  classes  in  Latin  in  addition  to  those  doing 
first  year  work.  These  classes  should  be  made  up  of  pupils  of 
approximately  equal  ability,  on  the  basis  of  tests  given  at  the  begin- 
ning of  the  year,  regardless  of  the  length  of  time  they  have  studied 
Latin.  At  the  end  of  the  first  year  of  Latin,  if  a  pupil  proves  to 
have  sufficient  ability,  he  should  be  placed  in  the  highest  group, 
even.  He  may  remain  in  this  group  during  the  rest  of  the  high 
school  course.  Consider  for  a  moment  the  very  much  larger 
amount  of  Latin  which  he  would  translate  in  these  three  years  in 
this  group  as  compared  with  the  amount  he  would  get  if  he  remained 
a  year  in  the  second  group  and  a  year  in  the  third  group.  Probably 
he  would  translate  more  than  five  times  as  much.  Undoubtedly  he 
would  cover  in  this  group  all  of  the  Latin  now  taken  in  preparatory 
school  and  the  first  two  years  of  college. 


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ONE  OBSTACLE  AND  THE  REMEDY  121 

Such  a  plan  would  necessitate  having  on  hand  in  each  school 
enough  Latin  material  so  that  pupils  could  spend  three  years  in  the 
highest  group  and  not  re-read  anything.  This  would  not  be  a  difficult 
thing  to  do.  According  to  this  plan  Latin  tests  will  need  to  be  given 
at  least  twice  a  year.  Whenever  pupils  are  found  in  any  of  the  lower 
groups  who  have  improved  sufficiently,  they  should  be  placed  at 
once  in  a  higher  class,  i.  e.,  in  a  class  in  which  their  rate  of  work 
will  be  up  to  their  maximum  ability.  Only  so  can  the  greatest 
economy  be  secured. 

Our  present  methods  in  Latin  are  not  succeeding  well  with  more 
than  a  quarter  of  our  pupils  and  the  chief  reason  is  the  failure  to 
break  away  from  traditional  practices  and  apply  the  principles  of 
modern  scientific  supervision  and  administration. 

In  a  good  many  small  high  schools,  the  number  of  Latin  classes 
is  now  limited  to  three  by  uniting  the  juniors  and  seniors  and  taking 
Cicero  and  Virgil  in  alternate  years.  In  the  plan  suggested,  a  given 
pupil  might  never  get  beyond  Class  II.  This  would  not  be  a  serious 
matter  if  his  ability  never  improved  beyond  that  represented  by  that 
grade,  for  the  group  would  have  different  Latin  each  year.  Con- 
ceivably Class  II  and  Class  IV  in  a  given  school  might  be  reading 
Virgil  or  Ovid  or  Livy  at  the  same  time,  but  the  difference  might 
be,  in  the  case  of  Virgil,  for  example,  that  Class  II  would  translate 
six  books  in  a  year  and  Class  IV  might  do  the  same  amount  in  two 
months  and  then  pass  on  to  something  else.  The  real  basis  for 
dividing  the  whole  group  of  Latin  pupils  in  the  school  into  divisions 
would  be  their  ability  to  do  work. 

It  should  be  stated  at  this  point  that  this  classification  of  pupils 
according  to  ability  is  sound  and  valid  only  on  the  assumption  that 
their  standing  in  this  one  test  is  a  perfect  criterion  of  their  ability. 
This  assumption,  of  course,  is  not  strictly  true.  The  writer  is  fully 
aware  of  the  fact  that  the  treatment  of  test  results  in  classifying 
pupils  is  a  subtle  statistical  matter  which  has  not  been  handled 
adequately  to  date.  But,  assuming  that  by  several  adequate  tests  a 
true  and  valid  measure  of  the  ability  of  the  pupils  has  been  obtained, 
the  idea  has  a  great  deal  of  force  in  its  application  to  the  classifica- 
tion of  pupils  in  Latin  in  secondary  schools. 


122  LATIN  IN  SECONDARY   SCHOOLS 

Now,  are  there  administrative  reasons  why  this  plan  can  not  be 
adopted?  Probably  not.  If  school  administration  is  to  be  for  the 
sake  of  reducing  educational  waste  and  securing  conditions  under 
which  learning  may  take  place  most  favorably,  it  must  find  a  way 
by  which  such  a  plan  may  be  adopted. 


CHAPTER  XVI 

COMPARATIVE  STANDING  OF  PUPILS 
IN  COLLEGE 

Since  in  many  respects  the  results  of  the  teaching  of  Latin  in  the 
schools  included  in  this  investigation  have  been  found  to  be  poor,  it 
might  well  be  argued  perhaps  that  these  happened  to  be  schools  in 
which  the  work  in  Latin  is  poorer  than  in  most  schools.  For  this 
reason,  it  seemed  desirable  to  determine  the  standing  of  the  schools 
in  question  with  as  wide  a  range  of  other  schools,  both  in  and  out 
of  the  State,  as  possible.  Now,  one  means  of  determining  the  stan- 
dard of  a  secondary  school  is  to  learn  the  relative  standing  of  pupils 
who  have  gone  to  college  from  that  school.  This  was  done  in  con- 
nection with  pupils  from  twenty  of  these  schools.  Of  course,  they 
went  to  many  different  colleges  which  have  different  methods  of 
marking  and  different  standards.  The  number  who  took  Latin  was 
small  and  no  pupils  from  some  schools  took  it  in  college.  For  these 
reasons  the  evidence  is  far  from  conclusive,  but,  on  the  other  hand, 
it  is  believed  to  be  of  considerable  value. 

From  the  records  collected  annually  by  the  State  Department  of 
Public  Instruction  it  was  possible  to  determine  with  entire  accuracy 
how  many  pupils  went  to  college  in  the  fall  of  191 5  directly  from 
the  senior  class  of  each  of  these  schools,  and  the  records  also  showed 
to  what  institutions  they  went.  It  was  found  that  eighty-two  pupils 
went  to  college  directly  from  the  senior  classes  of  twenty  of  the 
schools  involved  in  this  test  and  that  of  these,  thirty-nine  took  Latin 
in  their  freshman  year.  It  was  possible  to  learn  the  standings  of 
thirty-five  of  these.  The  plan  was  to  find  the  standing  in  Latin  of 
each  pupil  from  each  school  for  his  freshman  year  and  the  average 
standing  in  Latin  of  all  freshmen  in  that  college.  This  would  en- 
able us  to  know  whether  pupils  from  these  schools  were  doing  as 
well  as  students  from  all  other  high  schools  which  sent  students  to 
these  colleges.  Table  80  gives  the  number  of  pupils  from  each  sec- 
ondary school  who  went  to  college,  the  colleges  to  which  they  went 
and  their  average  rank  in  Latin  for  their  freshman  year  in  college. 


124 


LATIN   IX   SECONDARY   SCHOOLS 


Number  of  Pupils  Who               Number  Who  Went  to  Each  of  the  Colleges  Indicated  Below  with  Their  Average  Rank  in  Latin  for  the 
Entered  College  Directly  from      pji-gt  Year  in  College.    The  Figures  in  the  Left  Hand  Column    Under    Each    College    Indicate    the    Number 
Senior  Classes  in  Fall  of          „f  Punils  Who  Attended  That  College,  and  the  Right  Hand  Figures  Their  Average  Ranks  in  Latin. 
1915  and  Who  Took 
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STANDING  OF  PUPILS  IN  COLLEGE  125 

It  also  gives  the  average  rank  of  all  freshmen  in  Latin.  It  will  be 
noted  that  these  are  colleges  which  draw  students  from  all  parts  of 
the  country  and  for  this  reason  the  freshman  averages  are  probably 
well  representative  of  what  the  high  schools  of  the  country  are 
doing  in  the  development  of  ability  to  do  college  work  in  Latin.  It 
will  be  seen  that  the  results  are  entirely  favorable  to  the  schools  of 
our  investigation.  There  are  only  two  cases  in  which  graduates  of 
these  schools  do  not  average  h%her  than  do  all  other  freshmen 
taking  Latin.  While  these  data  are  not  extensive  enough  to  be 
entirely  conclusive,  yet  it  is  believed  that  they  are  a  good  indication 
that  the  schools  involved  in  the  test  are  doing  at  least  as  good  work 
in  Latin  as  the  average  of  the  schools  which  are  sending  students 
to  these  colleges.  Probably  we  are  justified  in  concluding  that  the 
results  which  we  have  found  would  be  likely  to  be  duplicated  in  the 
same  number  of  schools  chosen  at  random  in  any  other  State.  In 
other  words,  the  results  are  apparently  typical  of  Latin  results 
everywhere. 

It  is  clear  that  the  results,  insufiicient  as  they  may  be,  are  highly 
favorable  to  the  translation  method.  Schools  2  and  30,  which  to- 
gether have  ten  pupils  taking  Latin  in  college,  stand  very  high. 
School  18,  however,  draws  a  low  rank  for  two  pupils  and  School  6 
does  not  stand  especially  high  in  the  case  of  one  pupil.  Schools  26 
and  14,  both  having  one  pupil,  also  stand  high.  School  7  teaches 
perhaps  the  most  extreme  form  of  the  grammatical  method  of  all 
schools  in  the  list  and  it  will  be  noted  that  it  stands  rather  low  for 
three  pupils. 


CHAPTER  XVII 

CHARACTER  OF  THE  PUPILS'  ENGLISH 

A  special  study  was  made  of  the  character  of  the  English  in 
what  the  pupils  wrote.  This  was  based  on  the  Preliminary  Con- 
nected Latin  Test,  so-called,  given  in  1916.  Twenty-one  schools 
participated  in  this  test.  To  say  that  the  English  was  poor  gives 
little  idea  of  the  disconnected  jumble  of  words  which  formed  the 
greater  part  of  a  very  large  number  of  the  papers.  On  the  part  of 
fully  a  quarter  of  the  pupils,  there  seemed  to  be  no  idea  of  how  to 
read  a  Latin  sentence  to  get  the  correct  thought  and  then  to  express 
that  thought  in  reasonably  good  English.  A  very  large  number  of 
the  papers  proved  to  be  entirely  meaningless.  They  were  simply 
words  put  together  with  little  or  no  reference  to  their  meaning.  It 
has  been  claimed  that  the  study  of  Latin  promotes  logical  thinking, 
power  of  exact  statement,  facility  and  precision  in  the  use  of  English 
and  similar  abilities.  There  was  no  evidence  in  the  papers  of  these 
pupils  that  this  is  true  and  an  abundance  of  facts  to  prove  the  con- 
trary, as  far  as  the  majority  of  the  pupils  were  concerned.  Of  course 
there  were  exceptions.  Some  pupils  wrote  creditable  English.  A 
few  schools  were  reasonably  satisfactory  in  this  respect.  Generally, 
however,  there  was  an  amount  of  poor  English  in  most  of  the  pa- 
pers such  that,  if  the  same  degree  of  slovenliness  and  inaccuracy 
was  allowed  in  the  daily  work  in  those  schools,  it  would  be  suffi- 
cient largely  to  counteract  the  efforts  of  the  school  in  all  other 
classes  in  the  direction  of  good  expression.  In  about  a  fourth  of  the 
schools,  as  far  as  the  papers  of  this  test  are  an  indication,  Latin 
must  be  regarded  as  a  study  which  is  about  as  meaningless  to  the 
majority  of  the  pupils  as  anything  can  be.  What  they  wrote  was  to 
a»  large  degree  incoherent.  In  another  large  group,  constituting 
nearly  half  of  the  schools,  it  had  little  meaning. 

Preliminary  Connected  Latin  Test 

The  test  was  chosen,  with  a  few  slight  adaptations,  from 
Caesar's  Civil  War.    It  is  reproduced  below: 


CHARACTER  OF  PUPILS'  ENGLISH  127 

CURIO'S  CAMPAIGN  IN  AFRICA 

Isdem  temporibus  C.  Curio  in  Africam  profectus  ex  Sicilia, 
etiam  ab  initio  copias  P.  Atti  Vari  despiciens,  duas  legiones  ex  iv 
quas  acceperat  a  Caesare,  d  equites  transportabat,  biduoque  et  nocte 
in  navigatione  consumpta,  appellit  ad  eum  locum  qui  appellatur 
Anquillaria,  Hie  locus  abest  a  Clupea  passuum  xxii  milia,  habetque 
non  incommodam  sestate  stationem,  et  duobus  eminentibus  promun- 
turiis  continetur. 

Curio  Marcium  Rufum  Uticam  cum  classe  prsemittit;  ipse 
eodem  cum  exercitu  proficiscitur  biduique  iter  progressus  ad  flumen 
Bagradam  pervenit.  Ibi  C.  Caninium  Rebilum  legatum  cum  legion- 
ibus  relinquit;  ipse  cum  equitatu  antecedit  ad  Castra  exploranda 
Cornelia,  quod  is  locus  peridoneus  castris  habebatur.  Id  autem  est 
iugum  derectum,  eminens  in  mare,  utraque  ex  parte  prseruptum 
atque  asperum,  sed  tamen  paulo  leniore  fastigio  ab  ea  parte  quae  ad 
Uticam  vergit ;  abest  derecto  itinere  ab  Utica  paulo  amplius  passus 
mille. 

Hoc  explorato  loco  Curio  castra  Vari  conspicit  muro  oppidoque 
coniuncta  ad  portam  quae  appellatur  Bellica,  admodum  munita 
natura  loci,  una  ex  parte  ipso  oppido  Utica,  altera  theatro  quod  est 
ante  oppidum. 

His  rebus  gestis  Curio  se  in  castra  ad  flumen  Bagradam  recipit 
atque  universi  exercitus  conclamatione  imperator  appellatur,  pos- 
teroque  die  Uticam  exercitum  ducit  et  prope  oppidum  castra  ponit. 
Nondum  opere  castrorum  perfecto  equites  ex  statione  nuntiant 
magna  auxilia  equitum  peditumque  ab  rege  missa  Uticam  venire; 
eodemque  tempore  vis  magna  pulveris  cernebatur,  et  vestigio  tem- 
poris  primum  agmen  erat  in  conspectu.  Novitate  rei  Curio  permo- 
tus  prsemittit  equites  qui  primum  impetum  sustineant  ac  morentur; 
ipse  celeriter  ab  opere  deductis  legionibus  aciem  instruit.  Equitesque 
committunt  prcelium,  et,  priusquam  plane  legiones  explicari  et  con- 
sistere  possent,  tota  auxilia  regis  impedita  ac  perturbata,  quod 
nullo  ordine  et  sine  timore  iter  fecerant,  in  fugam  coniciunt;  equit- 
atuque  omni  fere  incolumi,  quod  se  per  litora  celeriter  in  oppidum 
recipit,  magnum  peditum  numerum  interficiunt. 


128 


LATIN   IX   SECONDARY   SCHOOLS 


The  twenty-one  schools  were  arranged  in  three  groups  as  regards 
the  adequacy  of  the  expression  of  the  thought  of  the  Latin  in 
English.    The  following  is  the  result : 


Schools  in  Which 
the  Expression  of 
the  Thought  was 
Very  Inadequate 
as  Regards 
English 

Schools  in  Which 

the  Expression 

of  the  Thought 

was  Poor  as 

Regards  English 

Schools  in  Which 
the  Expression 

was  Good  as 
Regards  English 

9 

21 

31 

2l 
26 
22 

i8 

I 

14 
5 

24 
19 

25 
23 

3 

U 

22 

7 
13 
IS 

6 
36 

1  Year  II  only. 

2  Years  III  and  IV  only. 


School  2  fell  in  two  groups.  The  second  year  class,  which  had 
been  taught  by  the  direct  method,  was  conspicuously  poor  in 
English,  while  the  other  classes  did  very  well. 

It  is  interesting  to  note  that  no  school  in  which  the  pupils  were 
taught  by  the  translation  method,  falls  in  the  group  of  schools  in 
which  the  English  expression  is  poorest.  All  of  the  schools  in  the 
group  in  which  the  English  is  most  inadequate,  with  the  exception 
of  one  class  of  School  2,  teach  the  grammatical  method.  Of  the 
five  schools  which  teach  the  translation  method,  three  are  in  the 
group  in  which  the  English  is  best  and  two  are  in  the  middle  group. 

Below  are  given  in  italics  correct  translations  of  a  number  of 
sections  of  the  Latin  of  the  test  followed  by  characteristic  English 
statements  of  the  same  thought  found  in  the  pupils'  papers.  These 
are  simply  a  few  examples  chosen  at  random  to  illustrate  the  kind 
of  inaccuracy  found  all  through  the  papers  of  more  than  two-thirds 
of  the  schools. 


CHARACTER  OF  PUPILS'  ENGLISH  129 

At  the  same  time  Curio  set  out  from  Sicily  into  Africa. 

At  the  same  time  C.  Curio  waging  war  in  Africa  from  Sicily  also. 
For  the  same  time  C.  Curio  in  Africa  sent  from  Sicily  and  now  by  waging 
war. 

At  the  time  C.  Curio  in  Africa  having  gone  from  Sicily. 

At  the  same  time  C.  Curo,  a  profectur,  in  Africa  from  Sicily. 

This — ^C.  Curo  in  Africa  from  Sicilia  to . 

It  has  in  summer  a  convenient  harbor.  It  is  hemmed  in  by  two 
projecting  promontories. 

He  had  not  spent  the  summer  at  this  station  and  he  continued  by  two 
eminent  promotions. 

This  place  was  not  near  a  station,  and  by  two  eminent  personages  was 
continued. 

They  took  up  their  station  for  summer;    it  contained  two  enemys. 

The  inhabitants  had  no  real  station. 

He  had  no  means  of  a  guard  in  summer,  and  two  being  emitted  he  con- 
tinued with  the  rest. 

It  was  held  by  two  eminent  promoters. 

It  had  not  an  insufficient  summer  station  and  was  held  by  two  generals. 

He  had  not  stationed  commodations  by  summer,  and  by  two  eminent  pro- 
muntaties  he  filled. 

It  is  held  by  two  prosperous  tradesmen. 

After  two  days  and  a  night  he  landed  at  Anquilaria. 

The  cavalry  was  transported  at  Bidue  and  stayed  in  ships. 

And  the  twelve  night  was  taken  up  in  navigation. 

And  by  the  middle  of  the  night  spent  in  navigation  he  called  to  this  place 
which  is  called  Anquillaria. 

He  having  consumed  the  ships  during  the  night  he  called  to  this  place 
which  they  called  A. 

And  twice  by  night  in  navigation  went,  he  called  to  them  which  were 
called  Anquillaria. 

This  zvas  on  account  of  his  scorn  of  Icarus'  troops. 

Also  Publius  Various  from  friendly  aid. 

And  now  by  wageing  war  P.  Atti  Vari  despised. 

Also  dispatching  P.  Attius  Various. 

The  land  P.  Atti  Vari  describes. 

Then  he  scattered  the  troops  of  Publius  Attus  Varrus. 

From  the  beginning  the  forces  of  P.  Attus  Various  dispersing. 

Also  Publius  Atti  Varius  by  beginning  to  desipline  troops. 

P.  Atti  Vari  selecting  troops  from  the  forces. 

And  to  the  initial  troops  of  P.  Attuis  Varius — 


130  LATIN   IN   SECONDARY   SCHOOLS 

It  is  a  straight  ridge  extending  into  the  sea. 

This  however  is  a  direct  alliance,  prominent  in  the  sea,  and  fierce  and 
barbarous  in  this  part. 

This  however  is  eminent  in  ships,  and  also  praeruptum  from  the  part  and 
aspered,  but  wearied  by  so  great  a  leniore  he  hastened  from  this  part  to 
Uticam. 

This  also  is  directed,  enemies  on  sea,  and  from  a  part  waves  and  tide, 
but  however  having  got  a  little  way. 

This  however  is  East  in  direction  prominent  in  the  sea  farther  from  this 
eruptive  and  wild  part  but  nevertheless  he  approached  slowly. 

This  thing  however  was  given  judgement,  near  to  the  seas  and  but  never- 
theless fatigue  was  small  from  those  who  had  turned  to  Uticam. 

to  This  yoke  however  he  is  directed  going  over  the  sea  in  all  directions 
rough  and  storms  but  however. 

This,  however,  is  directly  just,  eminent  in  the  sea  and  towers  and  aspires. 

The  other  one  directed  the  yokes,  with  the  same  slow  steps  he  turned 
toward  Uticam. 

However  in  the  direction  of  the  march,  embarking  in  a  swamp  and  pushed 
on  from  other  parts  but  nevertheless  a  little  worn  out. 

Ctirio  sent  Rufus  to  Utica  with  the  fleet. 

He  sent  with  this  fleet  Curio  Marcium  Rufum  Uticam. 
Curio  Marciam  Rufum  Uticam  with  the  class  before  stated — 
Curuus  IVIarcius  Rufus  was  sent  ahead  to  Utica  with  the  class. 
Curio  Marcuum  belonged  to  the  Rufum  Uticam  class. 

The  following  are  typical  samples  of  the  incoherent  English 
found  all  through  more  than  half  of  the  papers,  and  show  the  kind 
of  force,  precision  and  exactness  of  statement,  or  rather  the  lack  of 
these  characteristics,  which  the  study  of  Latin  develops. 

The  same  time  C.  Curio  in  Africa,  went  from  Sicilia  then  from  Sady  P. 
Atti  Vari, — two  legions  from  IV — accepted  by  Caesar  horses  transported, — 
by  night — to  this  place  who  was  called  Anquillaria. 

Curio   Marcium   Rufum   Uticam.  with  .    There   C.   Canuim   Rebilum 

stayed  with  his  army.  But  it  was  in  the  sea.  But  however  from  this  part 
shortly. 

The  same  time  C.  Curio  from  Sicilia  from  Africa  two  legions. 

Curio  Marcium  Rufum  Atticum  when  it  was  permitted  to  class  himself 
with  the  same  army  progressed  along. 

At  the  same  time  C.  Curio  in  Africa  set  out  from  Sicily,  not  by  initiating 
the  coupplies  of  P.  Attit  Vari  to—,  two  legions  from  IV  was  accepted  by 
Caesar,  D  the  cavalry  was  transported,  and  by  night  and  day,  he  called  thio 
place  after  Anquillaria. 


CHARACTER  OF  PUPILS'  ENGLISH  131 

Samples  of  Pupils'  Papers 

Several  samples  of  the  pupils'  work,  consisting  of  complete 
papers,  are  reproduced  on  the  following  pages.  Papers  were  chosen 
which  are  representative  (i)  of  the  best,  (2)  of  those  which  are 
good  and  (3)  of  the  poorest. 

The  Best  Papers 

Here  are  five  which  were  among  the  best  and  which  were  very 
rare  in  any  school.  In  fact,  only  a  very  few  such  papers  were  found 
in  the  entire  group. 

A.  At  the  same  time  Carus  Carius  set  out  from  Sicily  into  Africa,  des- 
pising wen  from  the  beginning  the  troops  of  P.  Attus  Varus.  He  took  with 
him  two  of  Caesar's  legions  and  500  cavalry  and  he  arrived  at  a  place  called 
Anquillaria  in  two  days  and  a  night.  This  place  is  22  miles  away  from 
Clupeam  and  it  has  a  convenient  station  for  summer  and  it  is  bounded  by 
two  large  promontories. 

Curio  sent  Marcius  Rufus  Utica  ahead  with  the  fleet;  he  himself  took 
the  army  and  arrived  at  the  river  Bragada  in  two  days.  There  he  left  the 
lieutenant  Caius  Caninius  Rebilus  with  the  legions ;  he  went  ahead  with  the 
cavalry  to  explore  the  Cornelian  camp,  because  he  liked  this  place  as  a  site 
for  a  camp.  However  it  is  on  a  ridge,  rising  up  in  the  sea,  on  both  sides  steep 
and  rough,  but  sloping  a  little  more  gently  towards  Uticum ;  it  is  a  little  more 
than  a  mile  distant  from  Utica  in  a  bee  line.  Curio  explored  this  place  and 
saw  the  camp  of  Varus  which  was  joined  by  a  wall  and  the  town  to  a  gate 
which  was  called  Bellica,  a  place  very  well  fortified. 

B.  At  the  same  time  Cassius  Carlo  setting  out  into  Africa  from  Sicily 
even  seeing  the  forces  of  Publius  Attus  Varus  from  the  beginning  called  to 
this  place  which  is  called  Anquillaria,  two  legions  and  the  four  which  he  had 
expected  from  Caesar,  he  led  across  five  hundred  cavalry  and  used  up  day 
and  night  in  navigation.  This  place  was  distant  from  Clupea  twenty-two 
miles  and  it  did  not  have  an  unconvenient  station  in  summer,  and  it  was 
bounded  by  two  eminent  promentories. 

Curio  sent  ahead  Marcius  Rufus  Utica  with  the  fleet;  he  himself  set  out 
with  the  same  army,  and  advancing  o  two  day  journey  came  to  the  river 
Bagradam.  Here  he  left  C.  Canimuin  Rebelus  a  lieutenant  with  the  legions ; 
he  himself  went  ahead  with  the  cavalry  to  explore  Castra  Cornela  because 
this  is  held  in  by  a  camp.  This,  however,  was  a  straight  ridge,  near  the  sea 
and  on  both  parts  sharp  and  asper,  but  nevertheless  a  little  gentler  sloping 
from  this  part  which  lie  toward  Utica;  it  was  distant  from  Utica  in  a  direct 
journey  a  little  mor  than  a  mile. 

This  place  being  explored.  Curio  saw  the  camp  of  Vara,  joining  the  wall 
and  town  to  the  gate  which  is  called  Bellica,  fortified  in  this  manner  by  the 


132  LATIN   IN   SECONDARY   SCHOOLS 

nature  of  the  place,  on  one  side  by  the  town  of  Utica  itself,  by  the  other,  a 
theater  which  is  before  the  town. 

After  these  things  were  done,  Curio  retreated  to  the  river  Bagrada  and 
also  the  whole  army  called  him  general  by  a  shout,  and  on  the  next  day,  he 
led  his  army  to  Utica  and  pitched  camp  before  the  town. 

The  work  not  yet  being  completed,  the  cavalry  announced  from  their  post 
that  a  great  aid  of  cavalry  and  footmen  sent  by  the  kind  came  to  Utica.    At 

the  same  time  great  strength  of  was  seen,  and  the  flag  of  the  first  line 

of  battle  were  seen.  Curio  moved  by  this  new  thing  sent  ahed  the  cavalry 
•who  should  sustain  the  first  attach  and  delay;  he  himself  quickly  leading  out 
the  legion  from  the  work  drew  up  the  battle  line.  The  cavalry  began  a  battle 
and  before  the  legions  could  be  plainly  seen  and  take  a  stand,  all  the  aid 
■was  hindered  and  disturbed,  because  they  made  the  journey  without  any 
order  or  fear.   They 

C.  At  the  same  time,  C.  Curio  set  out  into  Africa  from  Sicily,  likewise 
from  the  beginning  sending  the  forces  of  P.  Atti  Vari,  he  had  received  these 
two  legions  from  Caesar  from  four;  he  had  transported  five  hundred  horse- 
men, for  two  days  and  a  night  they  were  on  the  sea,  he  called  those  to  him 
who  were  called  the  Anquillaria.  This  place  was  distant  from  Clupea  twenty- 
two  miles  not  being  used  as  a  station  in  summer  and  covered  two  promon- 
tories. 

He  put  Marcium  Rufus  Utican  in  charge  with  a  fieet ;  he  himself  set  out 
"with  an  army  and,  marching  for  two  days  come  to  the  river  Bagrada.  There 
he  left  C.  Cananium  Rebilum  a  lieutenant,  with  the  legions.  He  himself  pro- 
ceed to  camp  because  this  is  the  place  where  the 

D.  At  the  same  time  C.  Ceerius  having  set  out  from  Sicily  into  Africa 
also  the  troops  of  P.  Attuis  Varius  from  the  beginning,  he  brought  across  2 
legions  from  (horsemen  f)  this  four  which  he  had  received  from  Caesar,  and 
lOO  horsemen,  having  taken  2  days  and  a  night  in  sailing,  to  this  place 
which  was  called  Anquillaria.  This  place  was  22  miles  away  from  Clupea  and 
it  has  not  an  inconvenient  situation  f  at  summer  and  is  held  in  by  two  emi- 
nent promuntories. 

Curius  sends  ahead  Marcus  Rufus  Uticus  with  the  fleet.  He  at  the  same 
time  sets  out  with  the  cavalry  and  hav^ing  advanced  for  a  two  day  journey 
he  came  to  the  river  Bagradam.  He  left  there  C.  Caninuis  Rebilus,  a  leeu- 
tenant  with  these  legions.  He  himself  proceeded  with  the  cavalry  to  Castra 
for  exploring  Cornelia,  because  this  place  is  held  by  a  camp. 

E.  At  the  same  time  when  Curius  set  out  from  Sicily  to  Africa,  P.  Attius 
Vari  also  received  from  the  first  forces  two  legions  from  Caesae,  he  carried 
a  cross  five  hundred  cavalrj'men  and  the  night  being  consumed  in  sailing  he 
came  to  the  place  which  was  called  Anquallaria.  This  place  was  about  twenty- 
two  miles  from  Clupea  and  it  lead  the  commodities  of  a  winter  station  and  it 
held  the  promentaris  of  two  emuuent  positions. 

Marcius  Rufus  ivas  placed  in  charge  of  the  fleet  by  Varius,  he  himself, 
set  out  for  with  the  army  and  came  to  the  iOd  which  leads  to  the  Bagrada 


CHARACTER  OF  PUPILS'  ENGLISH  133 

river.  There  he  left  Carius  Rebilus  the  lieutenant  with  the  legions;  he  him- 
self went  ahead  with  the  cavalry  to  Gastra  which  had  been  explored  by 
Cornelias  which  place  for  a  camp  they  had.  This,  however,  is  a  direct  alli- 
ance, prominent  in  the  sea  and  fierce  and  barbarius  in  this  part,  but  how- 
ever, he 

Papers  Representative  of  a  Majority 

The  following  papers  are  representative  of  the  work  of  a  very 
large  number  of  the  pupils  and  are  typical  of  a  majority.  They 
were  found  in  all  years. 

A.  At  the  same  time  C.  Curio  a  profectus  in  Africa  from  Sicily  and  from 
the  army  of  P.  Atti  Vari.  Received  two  legions  from  Caesae,  howseman  were 
transported,  and  at  night  the  voage  was  completed.  The  Anquillaria  were 
called  together  at  a  certain  place.  This  place  was  about  12  miles  from 
Clupea  and  had  a  good  summer  quarters  and  here  they  were  held. 

Curio  Marciaim  Rufum  Uticam  with  the  class  before  stated  was  at  this 
time  with  an  army  making  a  march  to  the  Bagradam.  Here  C.  Caminium 
Rebilum  a  legate  remained  with  the  legions.  The  same  was  sent  with  the 
horsemen  to  the  camp  of  Cornaliua.  he  however  was  ordered  to  cross  the  sea 
to  Utican  and  to  march  from  there  to  a  part  a  few  miles  from  Uticam. 

The  scouts  sent  ahead  saw  the  walls  and  the  town  which 

B.  The  same  time  Casium  Carius  had  set  out  from  Africa  into  Sicilia 
with  two  legions  from  the  forth  which  had  come  to  Caesae,  the  soldiers  were 
transported,  and  in  two  days  and  two  nights  had  departed  in  shyis,  he  went 
with  them  to  a  place  which  was  called  Anquillaria.  This  place  was  twenty 
thousand  miles  from  Clupea. 

Caeius  Marcius  Rufum,  was  sent  with  a  fleet  to  Utica,  he  himself  with 
the  same  army  had  set  out  and  two  day  after  he  crossed  the  river  Bagradam. 
When  Caeius  Canninuam  Rebilum  ambassador  was  left  with  the  legions,  he 
returned  with  the  soldiers  into  camp,  because  this  camp  was  in  a  dangerous 
place.    He  however  set  it  on  fire,  and 

C.  In  a  short  time,  C.  Curio  Africa  departed  from  Sicilia  accompanied  by 
some  troops.  P.  Atti  Vari,  two  legions  accepted  by  Caesae  from  the  forth. 
P  transported  the  cavalry  the  second  decided  to  navigate  in  the  night.  He 
was  called  to  a  place  which  was  named  Anquillaria  this  placabest  by  Clupia 
passed  twenty-two  miles,  having  made  the  station  in  summer  and  two  held 
eminintitus  promuntarus. 

Curio  Marcus  Rufus  Uticam 

D.  At  this  time  C.  Curio  had  come  into  Africa  out  of  Sicilia,  likewise  he 
took  the  forces  of  P.  Atti  Vari,  two  legions  out  of  the  four  which  Caesar 
had  he  also  brough  1,000  horses  and  by  night  he  entered  the  place  in  a  ship 
he  stopped  at  a  place  called  Anquillaria.  This  place  is  2,200  miles  distant 
from  Clupea  and  he  had  to  station  his  troops  for  the  summer. 


134  LATIN  IN   SECONDARY  SCHOOLS 

Curio  sent  Marcuim  Rufum.  Uticam  forth  with  troops  also  with  an  army 
and  on  his  march  he  came  to  the  river. 

E.  At  this  time  C.  Curius  set  out  into  Africa  from  Sicily.  He  had  the 
forces  of  P.  Atti  Varus  to  legions  from  the  four  which  he  had  expected 
from  Caesar  and  500  cavalry  to  transport. 

After  two  days  and  a  night  of  siling,  he  called  at  that  place  called  Anquil- 
laria.  This  place  was  22  miles  from  Culpea,  was  not  inconvenient  for  a  sum- 
mer station  and  was  surrounded  by  two  overhanging  promontories. 

Curio  Marcius  Rufus  Uticam  had  come  before  him  with  the  fleet. 

The  Poorest  Papers 

The  following  are  a  few  papers  which  represent  those  which  are 
poorest,  and  which  were  found  in  large  numbers  in  all  years. 

A.  This — C.  Curo  n  Africa — from  Sicilia,  to 

to  legions  from  Caesae  were  taken,  the  equites  were  transported  by  night  in 
the  ship,  they  were  called  to  this  location,  which  was  named  Anqullaria.  This 
was  about  twenty-two  miles. 

Curo  Marcuim  Rufum  Utum  when  he  command  his  army  to  progress  to 
the  river  Bagradam  set  out  before  them.  There  C.  Canium  Rebilum  the 
lieutenant  he  met  wath  legions, — then  came  to  the  camp  of  Comeila  which 
was  in  this  location. 

B.  At  this  time  C.  Curio  went  from  Sicilly  into  Africa. 

He  took  two  legions  from  Caesar  four  the  horses  were  transported,  and 
started  at  night  to  a  place  which  was  called  Anquillaria. 
This  place  was  twenty-two  miles  from  Clupea 
Curio  Marcium  Rufum  Uticam  with 

C.  At  the  same  time  Ciauus  Curius  set  out  from  Sicili  into  Africa  also 
from  the  first  foras  Pilius  Atti  Vari,  with  the  two  legions  from  the  four 
which  he  had  received  from  Cauar  called  him  to  a  place  which  was  called 
Clupea  by  twenty  two  miles  and 

D.  At  the  same  time  Curuis  Curio  waging  war  in  Africa  from  Sicily 
also.  He  was  accepted  by  Caesae  with  two  legions  he  transported  the  horse- 
men and  having  consumed  the  ship  during  the  night  he  called  to  this  place 
which  they  called  Anquillaria.  This  place  wos  twenty-two  miles  from  Clupea. 
Continued  by  two  eminent  promontory.  He  sent  with  this  fleet  Curio 
Marcium  Rufum  Uticam.    He  himself  when  he  had  fitted  out  the 

E.  At  the  time  of  C.  Curio  in  Africa  having  gone  from  Sicilia  with  a 
few  troops  with  P.  Atti  with  two  legions  out  of  five  accepted  by  Caesar,  the 
cavalry  was  transported  at  and  stayed  in  ships.  The  name  of  the  place 
where  they  stayed  was  called  Anquillaria.  This  place  was  clear  for  twenty 
miles.   The  inhabitant  had  no  real  station  it  two 

When  C.  Caninium  rebelian  ambassador  with  legioner  reaming  who  when 
the  cavalry. 


CHARACTER  OF  PUPILS'  ENGLISH  135 

F.  At  this  time  C.  Cruio  had  come  into  Africa  from  Sicily,  two  legions 
from  four  which  was  accepted  by  Caesar,  one  hundred  horses  he  had  trans- 
ported. 

This  place  is  by  Clupea  22, — miles,  and  had  not  stayed  there  in  summer, 
and  two 

Curio  Marcus  Rufum  Uticam  he  sent  before  with  a  class;  they  them- 
selves 

It  should  be  remembered  that  each  of  the  above  is  a  complete 
paper. 

Of  course  superintendents  of  schools  and  principals  of  secondary 
schools  are  fully  aware  of  this  state  of  things  in  Latin  classes.  If 
practice  in  writing  good  English  is  essential  to  the  habit  of  good 
English  expression,  Latin  as  taught  is  a  positive  detriment  to  the 
learning  of  English. 


CHAPTER  XVIII 

THE  TEACHING  OF  LATIN 

General  Point  of  View 

It  is  the  purpose  in  this  chapter  to  present  a  summary  and  inter- 
pretation of  the  facts  brought  to  Hght  in  the  foregoing  seventeen 
chapters.  It  is  not  the  plan,  as  the  title  of  the  chapter  might  imply, 
to  enter  into  a  pedagogical  discussion  of  the  subject  in  the  sense  of 
offering  an  outline  of  a  specific  method  of  teaching  Latin  or  even 
suggestions  along  that  line,  except  to  the  extent  that  they  are  in- 
volved in  a  consideration,  in  summary  form,  of  the  body  of  signifi- 
cant information,  as  a  whole,  disclosed  by  this  investigation.  It  is 
felt  that  the  study  ought  not  to  be  brought  to  a  close  without  an 
interpretation  of  the  results  in  the  light  of  all  of  the  facts,  although 
at  various  points,  as  the  discussion  has  advanced,  the  outcome  of 
different  lines  of  inquiry  has  been  considered  somewhat  incidentally 
in  connection  with  the  data  at  hand  up  to  that  point. 

It  has  not  been  a  part  of  the  plan  of  this  study  to  consider  the 
question  of  the  educational  values  of  Latin  or  the  justifiability  of 
teaching  it  or  its  place  in  the  curriculum  or  the  proper  time  to  begin 
it  or  problems  of  that  sort.  It  has  been  necessary  to  limit  the 
inquiry  to  the  specific  matters  which  are  discussed  in  the  preceding 
chapters  and  which  center  around  the  problem  of  the  present  effi- 
ciency of  the  work  of  the  secondary  schools  of  one  State,  in  this 
subject. 

The  following  statements  are  recognized  as  tentative  conclu- 
sions. The  facts  brought  to  light  in  this  study  indicate  that  they 
are  true,  but  of  course  they  are  subject  to  verification  by  other  in- 
vestigators. 

Specific  Interpretation  of  the  Results  as  a  Whole 

I.  The  teaching  of  Latin  at  the  present  time  is  failing  with  a 
majority  of  the  pupils  in  secondary  schools.  Anyone  who,  after 
reading  the  papers  written  by  the  pupils  concerned  in  this  investi- 


THE  TEACHING  Of  LATIN  137 

gation,  would  be  disposed  to  claim  that  high  schools  in  four 
years  of  instruction  succeed  in  developing  a  real  and  permanent 
mastery  of  Latin  would  be,  indeed,  pursuing  a  fantasy.  The  evi- 
dence is  conclusive  that  they  are  not  doing  so.  On  the  other  hand, 
there  is  no  proof  that  a  mastery  of  Latin  to  the  extent  of  the  acqui- 
sition of  an  adequate  reading  knowledge  of  the  language  and  an 
efficient  knowledge  of  the  simple  and  common  aspects  of  grammar 
is  incapable  of  being  attained  in  four  years. 

It  must  be  said,  however,  that  in  a  number  of  these  schools  Latin 
is  taught  under  about  as  favorable  conditions  as  could  well  be  found 
and  some  of  them  secure  with  some  pupils  reasonably  satisfactory 
results,  but  the  majority  do  not  succeed  in  developing  a  degree  of 
efficiency  on  the  part  of  a  sufficiently  large  number  to  justify  the 
time  and  effort  devoted  to  the  subject. 

After  having  found  the  outcome  so  unsatisfactory  it  is  impor- 
tant to  point  out  the  exact  source  of  the  failure.  To  fail  thus  to 
interpret  the  results  of  the  study  would  be  to  leave  it  incomplete. 
In  the  following  pages,  an  attempt  has  been  made  to  do  this. 

The  inadequacy  of  the  work  in  Latin  comes  from  three  princi- 
pal causes:  (i)  lack  of  adaptation  of  the  subject  as  now  taught 
to  the  needs  of  adolescent  youth;  (2)  absence  of  the  application 
of  well-recognized  principles  of  administration  and  pedagogy;  (3) 
poor  choice  of  the  Latin  material  constituting  the  content  of  the 
course. 

2.  Great  waste  occurs  in  Latin  instruction  through  the  ineffi- 
ciency and  wrong  emphasis  of  present  methods  of  teaching.  De- 
tailed analysis  of  Latin  classics  is  carried  on  with  an  intensity  and 
thoroughness  which  are  beyond  all  reason.  Latin  classes  are  more 
like  clinics  than  courses  in  which  inspiration  is  gained  from  study- 
ing portions  of  a  great  literature,  selected  with  reference  to  the 
needs,  interests  and  powers  of  appreciation  and  understanding  of 
boys  and  girls.  There  is  an  extreme  of  pedantic  persistence  in  re- 
quiring a  mastery  of  unimportant  details  of  language  construction 
in  which  the  pupils  never  really  become  adept.  Fine  distinctions 
and  difficult  abstractions,  of  the  nature  of  logic,  which  are  beyond 
any  genuine  comprehension  or  competent  mastery  by  adolescent 
boys  and  girls,  are  insisted  upon  even  to  the  point  of  producing 
eflfects  which  are  intellectually  deadening.     Pupils  are  held  rigidly 


138  LATIN   IN   SECONDARY   SCHOOLS 

to  account  for  syntax  in  which  these  things  are  the  chief  goals,  often 
at  the  expense  of  many  other  matters  of  a  distinctly  human  interest 
which  youths  are  able  to  understand  and  from  which  they  might 
derive  real  educational  value.  There  is  vastly  too  much  insistence 
on  drill  and  routine  and  far  too  little  on  inspiration. 

3.  This  kind  of  instruction  in  Latin  is  of  a  character  which  is 
especially  poorly  adapted  to  the  needs  of  the  pupils.  According  to 
our  present  conception  of  the  intellectual  needs  of  the  period,  adol- 
escent youths  are  least  fitted  of  those  of  all  ages  from  babyhood  to 
ripe  manhood  for  the  kind  of  detailed  and  abstruse  linguistic  analy- 
sis previously  mentioned,  the  emphasis  upon  which  makes  Latin  a 
formal  subject  lacking  in  a  content  which  is  in  any  marked  degree 
significant  to  the  pupil.  The  structure  of  the  language  receives  the 
chief  emphasis  at  this  most  inappropriate  period  in  the  pupil's  life. 
Thus,  these  aspects  of  Latin  are  barren  for  the  pupils,  unproductive 
of  any  real  results  as  instruments  of  growth  in  their  lives,  useless 
from  an  educational  point  of  view,  and  the  attention  to  them  is 
thoroughly  unjustified  by  modern  educational  science.  Spirit  and 
content  are  sacrificed  for  structure  and  system  to  an  extent  which 
is  pathetic. 

4.  Aims  in  teaching  Latin  are  vague  and  in  many  cases  unjusti- 
fiable. It  is  not  the  purpose  to  enter  into  an  extended  discussion  of 
this  problem.   Certain  things,  however,  are  obvious. 

In  about  a  third  of  the  schools  concerned  in  our  test  the  evident 
aim  of  the  work  is  to  develop  ability  in  syntactical  analysis  of  a 
Latin  text.  It  is  clear  that  this  is  the  purpose,  for  a  very  large  pro- 
portion of  the  total  time  given  to  Latin  is  devoted  to  it.  The  evi- 
dence clearly  shows  that  this  gives  no  superiority  in  functional 
knowledge  of  the  constructions  of  the  language.  If  the  purpose, 
or  at  least  one  of  the  main  aims  of  the  teaching  of  Latin,  is  to 
develop  the  ability  to  read  or  translate  it  eflfectively,  the  end  in 
question  is  not  a  valid  one. 

Many  teachers  will  claim  that  the  chief  value  of  Latin  comes, 
not  from  an  ability  to  apprehend  eflfectively  the  thought  of  the  lan- 
guage, but  from  the  type  of  mental  training  afiforded  by  this  lin- 
guistic analysis.  Suffice  it  to  say  that  modern  thought  in  education 
does  not  justify  such  a  view  to  the  extent  to  which  it  is  often  held. 


THE  TEACHING  OF  LATIN  139 

5.  The  usual  procedure  in  teaching  in  the  first  year  is  uneco- 
nomical. The  facts  brought  out  in  the  previous  chapters  suggest 
rather  emphatically  that  beginning  the  study  of  a  language  by  first 
mastering  a  text  similar  to  the  ordinary  beginners'  book  in  Latin  is 
highly  wasteful. 

According  to  the  plan  of  most  books  of  this  kind  the  various  les- 
sons present  grammatical  principles  which  are  explained  and  illus- 
trated by  sentences  chosen  for  this  purpose.  In  connection  with 
this  are  lists  of  Latin  words  with  their  meanings,  to  be  memorized. 
Following  these  is  an  exercise  consisting  of  Latin  sentences  to  be 
translated  and  English  sentences  to  be  written  in  Latin.  These 
usually  illustrate,  mainly,  the  principles  of  the  day's  lesson  with 
some  review  of  previous  work.  There  is  a  limited  amount  of  con- 
nected Latin  material  for  translation  scattered  at  intervals  through- 
out the  book  and  a  number  of  pages  of  stories  at  the  end.  More 
than  four-fifths  of  the  book,  however,  consists  of  the  systematic 
presentation  of  the  principles  of  syntax  together  with  the  illus- 
trative sentences  and  the  English  and  Latin  exercises. 

The  emphasis  is  entirely  misplaced  from  the  point  of  view  of 
economical  learning.  To  begin  the  learning  of  anything  by  first 
mastering  the  principles  upon  which  it  is  based,  is  a  form  of  pro- 
cedure which  is  being  looked  upon  with  decided  disfavor  by  those 
who  have  made  the  most  careful  study  of  children's  learning.  It  is 
quite  clearly  recognized  by  students  of  education  that  some  facility 
in  dealing  with  any  particular  subject  purely  as  an  art  should  be 
acquired  at  the  outset  before  any  extended  study  is  made  of  the 
principles  on  which  it  is  founded.  This  would  require  that  pupils 
learn  to  translate  Latin  somewhat  effectively, — just  as  they  learn 
to  talk  or  to  read  English, — before  entering  upon  a  detailed  and 
more  or  less  abstract  study  of  the  grammar  of  the  language.  Time 
and  public  funds  are  now  wasted  in  an  extravagant  manner  by  those 
schools  which  still  cling  to  the  traditional  method  of  teaching  first 
year  Latin. 

Sufficient  evidence  has  now  been  accumulated,  based  upon 
experience  in  the  class-room,  to  furnish  conclusive  proof  that,  after 
a  few  introductory  lessons,  pupils  can  immediately  begin  to  trans- 
late simple  Latin  sentences,  that  they  may  continue  the  translation 
of  easy  Latin  after  once  getting  started,  and  acquire  familiarity 


140  LATIN  IN   SECONDARY  SCHOOLS 

with  new  forms  and  principles  of  syntax  by  meeting  them  again 
and  again  in  the  situations  in  which  they  normally  function,  and  that 
they  do  not  need  to  be  able  to  describe  constructions,  classify  forms 
and  state,  in  a  formal  way,  principles  of  grammar  in  order  to  be 
able  to  react  correctly  to  them  in  sentences. 

There  should  be,  then,  an  abundance  of  easy  and  interesting 
Latin  material  at  hand  from  the  beginning  and  pupils  should  trans- 
late a  very  much  larger  amount  during  the  first  year  than  is  now  the 
custom  in  most  schools.  In  fact,  the  main  emphasis  should  be  put 
on  this  side  of  the  work  rather  than  on  the  formal  study  of  gram- 
mar. Learning  by  doing  should  be  the  predominant  aspect  of 
method. 

Typical  procedure  in  teaching  in  the  best  schools  represented  in 
this  study  corresponded  closely  to  the  following.  During  the  first 
year  the  equivalent  of  the  amount  of  Latin  found  in  several  ordinary 
beginners'  books  was  translated  by  the  class.  This  was  done  with 
no  preliminary  study  of  grammar.  The  school  placed  at  the  dis- 
posal of  the  teacher  a  number  of  sets  of  beginners'  books, — chosen 
largely  with  reference  to  the  amount  of  connected  material  in 
them, — and  also  several  sets  of  easy  Latin  story  books.  The  teacher 
followed  no  particular  book  but  exercised  her  function  as  a  teacher 
in  presenting  orally  to  the  class,  with  the  use  of  the  blackboard  on 
which  to  illustrate,  the  minimum  knowledge  about  usage  which  the 
pupils  required,  when  it  was  needed.  Probably  considerably  less 
than  ten  minutes  a  day  was  necessary  for  this  and  the  rest  of  the 
time  was  spent,  from  the  beginning,  translating  connected  Latin. 
The  teaching  consisted  almost  wholly  in  explaining  and  illustrating 
to  the  class  facts  of  usage.  Pupils  were  never  burdened  with  tech- 
nicalities and  the  entire  stress  was  put  upon  functional  learning. 

It  is  believed  that  one  of  the  first  steps  necessary  in  a  reform  of 
Latin  teaching  in  secondary  schools  is  to  break  away  from  the  for- 
mal and  traditional  methods  which  have  prevailed  in  the  first  year 
in  the  past. 

6.  The  use  of  the  class  period  in  the  tipper  years  is  uneconomi- 
cal and  ineffective.  A  few  schools  translate  all  of  their  Latin  at 
sight,  using  the  class  period  practically  exclusively  for  this  purpose, 
and  several  others  require  a  good  deal  of  sight  work.  By  far  too 
many  teachers,  however,    waste    this    time    in    listening  to  slow. 


THE  TEACHING  OF  LATIN  141 

labored,  word-by-vvord,  literal  translations  which  the  pupils  have 
with  difficulty  worked  out  by  themselves  outside  of  class,  to  recita- 
tions of  rules  of  syntax  in  connection  with  the  constructions  of  the 
day's  lesson  and  to  descriptions  and  classifications  of  Latin  forms. 
All  too  rarely  does  one  find  the  teacher's  conception  of  the  class- 
room to  be  that  of  a  workshop  in  which  teacher  and  pupils  are 
working  together,  teaching  and  learning  how  to  study  effectively. 
A  large  part  of  the  failure  in  Latin  is  doubtless  due  to  this  lack  of 
a  proper  conception  of  his  work  on  the  part  of  the  teacher  and  also 
by  those  administratively  in  charge  of  the  schools. 

Just  as  pupils  are  taught  how  to  study  in  connection  with  read- 
ing in  the  grades,  so  there  should  be  definite  training  in  the  high 
school  Latin  classes  in  getting  the  thought  rapidly  and  efficiently. 

There  should  be  a  great  deal  of  practice  in  glancing  rapidly 
over  a  sentence  or  a  number  of  sentences  or  even  a  paragraph, 
sensing  the  meaning  in  the  original,  followed  by  a  statement  of  the 
thought  in  English.  Pupils  would  thus  establish  habits  of  grasping 
accurately  the  thought  as  they  do  in  English,  without  being  focally 
conscious  of  all  the  minute  particulars  of  form  and  syntax.  Facility 
in  dong  this  well  would  enable  Latin  classes  to  read  pages  where 
they  now  read  sentences  and  whole  books  where  at  present  they 
read  chapters.  This  is  one  of  the  important  causes  of  the  meager, 
results  in  teaching  Latin, 

7.  The  ordinary  methods  of  study  on  the  part  of  pupils  are  very 
uneconomical  and  unsatisfactory  from  a  pedagogical  point  of  view. 
Time  and  energy  are  needlessly  and  lavishly  squandered  in  the  use- 
less and  unprofitable  hours  spent  by  pupils  outside  of  school 
"thumbing"  a  Latin  dictionary  in  "getting"  lessons.  Lesson-setting 
and  reciting  predominate  to  the  exclusion  of  real  teaching  how  to 
do  by  doing,  in  the  class-room.  In  not  more  than  three  or  four  of 
the  schools,  is  any  effective  effort  made  to  teach,  in  class,  how  to 
translate.  The  method  of  simply  assigning  a  lesson  and  leaving 
pupils  to  get  it  by  themselves  predominates  to  vastly  too  great  a 
degree.  The  pupils'  written  papers  in  this  test  show  the  results  of 
such  unscientific  procedure  in  their  lack  of  ability  to  attack  a  simple 
Latin  passage  to  get  the  thought  of  it  effectively  and  put  it  into 
coherent  English.  Detailed  notes  in  the  text  books,  dealing  largely 
with  form  and  even  philology,  exist  in  profusion  and  are  included 


142  LATIN   IX   SECONDARY   SCHOOLS 

in  the  assignment  of  the  lesson,  often  to  be  studied  in  the  evening 
at  home,  amid  all  sorts  of  distractions.  Pupils  are  required  to 
"prepare  their  syntax"  with  precision  and  exactness  in  their  care 
for  the  most  minute  details  of  form.  Rules  must  be  learned  and 
constructions  classified  and,  after  being  kept  under  the  most  thor- 
ough instruction  and  rigid  drill  for  four  years,  a  little  over  fifty  per 
cent  accuracy  in  knowledge  of  construction  is  the  best  that  pupils 
can  do. 

8.  The  present  teaching  of  prose  composition  contributes  almost 
nothing  to  ability  to  read  or  translate  Latin.  The  evidence  indicates 
that  here  is  an  important  source  of  waste.  Secondary  school  pupils 
never  reach  such  a  point  that  they  can  write  Latin  automatically. 
The  pupil  is  obliged  to  hold  in  mind,  as  he  writes,  and  consciously 
apply  a  multiplicity  of  facts  of  form  and  syntax,  and  as  a  result 
his  writing  in  Latin  is  slow,  labored  and  difficult.  In  composition, 
one  does  the  reverse  of  what  he  must  do  in  order  to  read  well.  He 
who  is  obliged  in  reading  to  give  attention  to  textual  details  can 
never  interpret  the  thought  well  and  rapidly.  There  is  plenty  of 
proof  that  it  is  possible  to  read  a  language  effectively  without  being 
able  to  use  it  in  writing. 

The  evidence  growing  out  of  this  investigation  throws  serious 
doubt  on  the  value  of  Latin  composition.  May  it  not  be  that 
in  the  early  stages  of  learning  Latin, — say  the  first  three  years, — 
it  is  a  direct  hindrance  to  the  process  of  acquirng  a  ready  and 
effective  grasp  of  the  thought  of  the  Latin?  Certainly  it  appears 
to  do  little  or  no  good  as  far  as  its  main  alleged  purpose  is  con- 
cerned, i.  e.,  to  clarify  principles  of  syntax  in  order  to  enable  pupils 
to  translate  better.  The  plain  fact  is  that  three  years  of  teaching  and 
drill  and  a  large  time  expenditure  on  the  part  of  the  schools  which 
emphasize  it  most,  produce  no  particular  superiority  in  ability  to 
translate  or  in  knowledge  of  construction. 

9.  It  is  difficult  to  understand  hozv  the  present  teaching  of  Latin 
can  have  anything  but  a  bad  effect  on  pupiJs'  English  expression. 
In  making  this  statement  we  are  judging  wholly  on  the  basis  of  the 
kind  of  English  which  they  used  in  their  papers.  The  majority  of 
the  papers  were  seriously  defective  from  the  point  of  view  of 
English  composition.  If  these  papers  represent  the  pupils'  habitual 
method  of  use  of  English  in  translation,  the  study  of  Latin  is  about 


THE  TEACHING  OF  LATIN  143 

as  well  calculated  as  anything  could  be  to  prevent  the  development 
of  any  habits  of  vigor,  clearness  and  correctness  of  expression. 

Observation  of  the  work  in  Latin  classes  leads  the  writer  to 
believe  that  these  papers  do  represent  a  use  of  English  in  transla- 
tion which  is  nearly  universal.  Such  a  thing  as  good  sentence- 
sense  on  the  part  of  pupils  and  excellent,  clear-cut  sentence 
structure  in  translation,  as  far  as  these  papers  are  concerned,  is 
extremely  rare. 

10.  A  large  part  of  the  present  failure  in  teaching  Latin  is  due 
to  the  lack  of  application  of  principles  ivell  known  in  elementary 
school  practice  zvhich  are  nozu  finding  wide  application.  Almost 
nowhere  in  the  schools  concerned  in  this  study  are  Latin  teacher? 
effectively  diagnosing  class  and  individual  needs.  Great  educational 
waste  occurs  at  this  point.  Many  pupils  of  superior  ability  work 
for  several  years  in  classes  in  which  the  majority  of  the  members  are 
far  below  their  ability  and  thus  they  do  only  a  half  or  a  third  of 
what  they  are  capable  of  doing.  On  the  other  hand,  pupils  of  in- 
ferior ability  are  kept  in  classes  in  which  the  majority  of  the  pupils 
are  four  or  five  times  as  capable  as  they  are.  Thus,  they  fail  con- 
tinually. All  of  the  Latin  classes  above  the  first  year  represent  all 
grades  of  ability.  By  properly  classifying  the  pupils  into  divisions 
on  this  basis,  the  working  ability  of  the  entire  group  of  pupils 
studying  Latin  doubtless  would  be  increased  several  fold.  An  edu- 
cational system  which  pretends  to  be  founded  on  scientific  principles 
can  no  longer  tolerate  such  a  wasteful  practice  as  now  prevails  in 
this  particular. 

11.  There  shotdd  be  a  better  choice  and  more  interest  and 
variety  in  the  Latin  material.  The  traditional  round  of  Caesar, 
Cicero  and  Vergil,  with  a  year  devoted  to  each,  is  particuluarly  un- 
suitable material  for  the  secondary  course.  In  the  first  year,  there 
should  be  a  good  deal  of  easy  material  for  translation  or  reading, 
such  as  stories,  fables,  history  and  mythology.  In  the  other  years, 
a  wide  range  of  authors  should  be  covered.  Some  of  the  schools 
among  the  number  tested  study,  above  the  first  year,  Cicero's  De 
Senectute  and  De  Amicitia,  Eutropius,  Tacitus'  Germania  and 
Agricola,  Nepos,  Horace,  Ovid,  Pliny  and  a  great  deal  of  similar 
material.  One  school  devotes  nearly  all  of  its  senior  year  to  authors 
usually  studied  in  college. 


144  LATIX   IX   SECONDARY   SCHOOLS 

Our  present  method  of  teaching  Latin,  as  far  as  the  content  of 
the  course  is  concerned,  would  be  hke  attempting  to  teach  EngHsh  to 
thirteen  or  fourteen-year-old  foreigners  by  a  purely  grammatical 
method  based  upon  study  of  abstract  linguistic  principles.  At  the 
outset  there  would  be  a  year  of  severe  and  unremitting  drill  on  the 
principles  of  grammar,  in  a  highly  abstract  form,  with  the  facts  illus- 
trated by  formal  exercises,  consisting  largely  of  isolated  sentences, 
supplemented  by  a  limited  amount  of  reading  of  connected  material. 
Following  this  would  be  three  years  more  of  study,  almost  entirely 
from  the  point  of  view  of  language  constructions,  philology,  prin- 
ciples of  prosody  and  such  matters,  of  very  limited  portions, — thirty 
or  forty  pages  to  a  year, — of  Grant's  Memoirs,  Webster's  Orations 
and  Milton's  Paradise  Lost.  This  would  be  accompanied  by  still 
more  study  of  grammar,  combined  with  the  writing  of  many  iso- 
lated sentences  and  a  few  connected  passages,  for  the  purpose  of 
clarifying  the  construction  of  each  writer.  Such  a  procedure  is 
only  a  little  short  of  pathetic.  No  one  would  expect  boys  and  girls 
to  gain  a  useful  command  of  English  reading  or  the  appreciation  of 
literature  in  that  way,  nor  would  it  be  probable  that  they  would 
even  master  English  grammar  by  such  a  method,  no  matter  to  what 
extent  it  was  made  the  end  and  aim  of  the  course. 

Conclusion 

By  no  means  are  all  of  the  defects  discussed  in  this  chapter 
common  to  all  schools,  but  they  are  sufficiently  widespread,  in  the 
judgment  of  the  writer,  after  several  years  of  study  of  Latin  in- 
struction combined  with  the  facts  brought  out  in  this  investigation, 
to  be  the  cause  of  the  present  unsatisfactory  results.  There  is  no 
school  in  which  none  of  these  inadequacies  can  be  found,  and  they 
exist  in  varying  degrees  in  all  of  them. 

If  Latin  is  a  subject  which  is  capable  of  mastery  by  high  school 
pupils,  this  end  could  probably  be  achieved  by  any  school,  under 
normal  conditions,  which  succeeding  in  freeing  itself  from  all  of 
these  faults,  and  it  is  quite  likely  that  it  would  be  necessary  for  a 
school  to  rid  itself  completely  of  them  before  it  could  expect  to  at- 
tain an  entirely  satisfactory  result  with  an  economical  expenditure 
of  time  and  effort. 


APPENDIX  A 


145 


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146 


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APPENDIX  A 


147 


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APPENDIX  B 


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150 


LATIN   IN   SECONDARY   SCHOOLS 


APPENDIX  B 


151 


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(>]       CO 

f-H 

< 

IH 

rH   •  1-i 

H  C-l   •  rH 

r-\                 t- 

>H 

(M 

'  1— t  r-* 

•  r-i       .  Ol   •  (> 

1— t   •  rH 

OS 

i—t 
I-H 

i-l   •  I-H 

•  r-t       '       -       , 

CN  rH   • 

CO 

o 

I-H 

•  r-i      •      *      • 

(>J  r-H  I-H 

»M       CO 

05 

.  .  r^       .  ^ 

<M  (M   • 

CO 

CO 
CD 

•   .  rH  .  .  -**< 

I-H   •   • 

rH        I^ 

■   •  I-H 

r-H 

■  (M   • 

rH       CO 

lO 

CO 

.  r-*      • 

r-\ 

(M 

1-*      -      • 

y-i 

I-H 

^   ;   ; 

r^ 

O 

.   .   . 

c 

O 

o 

c 
u 

n 

i-(  fM  tP  i 

^  O  I-  O  CO  -* 
I-H  rH  rH 

00  i-^  -^ 
rH  (N  (N 

26 
Total 

APPENDIX  C 


153 


H 

^ 

» 

H 

1—4 

H 

<: 

^ 

a 

s 

fe 

^    ?^ 

«1 

o 

H 

1 — I 

i  -^ 

o 

H 

^ 

s 

en 

w 

<  ^ 

r^  ^ 

>! 

H 

^    . "" 

®  ;^ 

9   5 

i^  8 

S  a,  ^ 

0  ^ 

H 

1   1 

V.  ^  pi; 

PPEN 

S  FOI 

Q 

w 

H 

3  2^ 

<  H 

K 

z 

H^ 

h^ 

w 

S; 

0^ 

o 

§^ 

H 

Ph 

-u       «-3 

;?: 

< 

0 

(J 

S 

H 

S  « 

f 

>^ 

'-~i 

H 
h4 

H 

1— ( 

S 

pq 

s   < 


ID 


I 


o 

I 


00 

I 


I 
to 

50 


CO 

I 


o 

to 

I 

to 


in 
I 


I 

to 


I 

to 


o 

I 

to 


I 
to 


in 

T-l 

I 


I 
to 


.  lO      •      •      ■  C^      •      '  r^'i  r^      .  f-t  C^l  rH 


T-t  tH  i-H  CO  IC  C-1  C-1 


(M  W  CO  Ml  <M  in  -^ 


C-l  C^      •  T-H  C-l  i-H  Ol  CO  r-l  ■* 


1-1  rH  CO  i-l 


CQQOi-tOOCO(MtO'^lftm'*'<*irHrHtOO'* 


rHCOrH^lCOinrHlO-**'COi— '00 


pH  CO  tH  CO 


I^      •  W  Tj<      .  m  iH  C-]  rH  r-      .      •  rH  C-1  CO  m 


CO 


!M(N(M'*t~IMOm(M 


to  Ci  -*  ifl 


CO 


JCOM-l^tOI^CiO(MCO'*>OtOt^OOOSOi-*'MCO'*intOI^050rH-<t< 
i-HrHi-HiHrHrHrHfHrH  I?1(M<N(NG<1C-1(M(MIMCOCOCO 


tfl 

O 


1 54 


LATIN  IN   SECONDARY  SCHOOLS 


< 
O 

o 


^  •"  «i 


w 
< 


Q 

u 

o 

u 

IZ 
O 

U 


c 

3 
O 

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u 
O 


2 


Pi 
< 
W 


o 

H 


3 

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i5  s 


o 

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to 

00 


00 

I 


o 

GO 
I 

<o 


«o 

I 


o 

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«o 


o 
in 


to 


o 

CO 

I 
to 


o 
e-i 

I 
to 


o 

I 

to 


c/1 


.   pH       .  «.]       .       .CO 


•i-<i>]      •      •'M      -rH      .i-H      -rHC-J      •      'rHrH      •C^,-t 


•  CO  5-1      •      •  (M  rH 


'  !-•  i-(      'CO 


rHC^pH       ,  r^  1-t  ^^       •'MCOrH       •       .i— I^CO       'l-HX 


(M      •  in  i-H  t-H      •  r-l  ri 


CO      •tOOlOM'fiarHlOC'ltOi-l 


■  C)  «  ■*  CI 


to 


.  T-^  Oi  CC  .-<  C-1  rH  CI  I-H 


in 


r-i(MCO'fiio-oi~050'MeO'«<incot-ooo»Or-i(Nco-*mtot~OiOi-<'* 

r-lr-(r-li-ir-<rHr-ir-lr1C^(M(M<NeqN(NNIMe005eC 


O 
H 


APPENDIX  C 


155 


p— I 
< 

O 
O 

<  H 


W 

H 

Q 

X 
w 
Pi 

Oh 

< 
o 

H 

>^ 
H 


ii  ^ 


2  e 


J2 

H 

C 

o 


< 


s 


0 
fi 
c 
'S 

o 
o 

rH 

1 

to 

1 

05 

0 
01 
1 
50 
00 

10 

00 

1 

CO 

0 
00 

1 

CD 

0 
1 

r-t 

0 

1 

to 
to 

10 

rH 

to 

rH 

M      . 

e-i  r-< 

N    • 

00 

0 

to 

1 

to 
10 

r^ 

ff-1  rH      • 

M 

rH  CO  rH      . 

CO     •  1- 

•  rH 

to 

rH 

10 

10 

1 

1-4 

in 

rH  rH  rH  rH 

«  IN 

rH  0  tH      . 

•      •  r- 

e^ 

rH 

to 

0 
ic 

ti 

1^     ' 

CO      • 

CO 

N  rH  rH      . 

rH  CJ 

y~* 

in 

rH 

in 
1 

rH 

CO  rH  N  ^3     . 

CI 

r^ 

CO  CO 

0  CO  rH       . 

rH  n  rH  ?1  CI 

rH  C) 

CO 

0 
1 

to 

CO 

C^l  ■«*' 

rH  to  rH 

•  r-t  1-i 

C-J  rH 

toinrHinci'^rHwc^tM 

rH 

rH  CO  to 

00 

to 

10 

=? 
CO 

(M  S-l 

•  (N      • 

(M  rH 

C-1 

05  CO  IM 

•  r^ 

.  r~{ 

Cl  1-t 

0 

CO 

0 

CO 

to 

•  CI  rH 

•    ^^    T^ 

r^  C4 

•  CO 

•  00  -^ 

r^  f~<  1- 

H      •  C^  in  rH 

•  M  ca 

00 
CO 

.0 

1 

•  (N 

•  to 

*  rH 

0 

0 

1 
0 

•  rH  1-i 

•  10 

•  y-l 

00 

in 

rH 

1 

rH 

•  C^ 

•  1-i 

•  rH 

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0 

rH 

1 

to 

.  »H       . 

r^ 

in 

1 

c 

■  in 

in 

"o 
0 

u 

r 

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Q  •> 

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I^  c 

5  = 

r- 

5  S 
H  r 

H  r 

0   T 

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H  r 

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5  t- 

^  C 

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ft  c 
^1  e 

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H   H 

3  0 

0 

n 

0 
H 

156 


LATIN   IN   SECONDARY   SCHOOLS 


H 

<: 

hj 

te 

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^ 

r,  ^ 

o 

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1— 1 

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loun 

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ffi     H 

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Q  S 

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w  ^ 

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u   ;r 

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p 

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h4 

1— 1 

m 

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o 


I 


05 

I 

CO 

00 


00 
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o 

00 

I 


I 


CO 


o 

CO 


CO 

in 


I 


o 

13 

I 

CO 


I 

CO 


o 
n 

I 

CO 


I 
CO 


i-H 
I 


I 
CO 


I 


CO  CO  rH  IM  (N 


I  •*  <M  •  •  n 


COtH-^l'O   •i-frHOO'MCO'^ 


C-I  r-*  t-*  rH  in 


05  M  r-  1-1  00 


rHrHi— If-lrH       .lOrHCO 


rH      •      •  rH  C^  (M      •  r>]  m      'CO 


COiM-^      •OOCC'MCM'>J|-<CO 


rH  i-H  05  C^  C^ 


r-4  rH  Ca  i-H 


rH  in  rH  C-l 


rH  rH      •  O  00 


O 
0-J 


o 


r^  Oi  t^  r-*      •COCOCOminWrH 


X  W  rH  C-l  rH  C-1  rH  I-  (M  in  -^  rH 


CO  O  CO  r-  -H  rH 


in 

00 


en 


C/2 


rHe-lCCTKinc0  1-010'MCC-*m-0  1-X35-=-H'MM'*incOt^050rH-«< 
rHrHrHrHr^rHrHrHrH   >JC-l«C>JfN(N<NC^(MC»5COCO 


O 

H 


APPENDIX  C 


157 


H 

< 

^ 

U^ 

^ 

0 

t1  t^ 

0 
^ 

1 — 1 

0  ~ 

:^ 

(^^ 

<     H 

^   ^ 

w   1^' 

s  ^ 

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0  .s 

w  S 

S   0 

1-,  •+-. 

0   "s 

Q  9 

Z         (H 

7=;-s 

w  ^; 

g<^ 

•2^ 

a. 

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< 

1-.       J^ 

0 

•^f^: 

H 

Q 

>^ 

►--1 

H 

1— 1 

J 

1— ( 

pq 

< 

< 
w 


O 

o 


I 
o 


in 


o 
I 

00 


o 

00 


o 
10 


I 

CO 


o 

CO 


o 

<M 
I 
CO 


I 

CD 


O 
O 

o 


C-l  C-l      •      •  IM  in  CO  i-H      •      •  i-(  CO  i-H  CO 


r-(  iH  I— I  rH  LO 


(M  CO  T-H  fH   rH  CO 


i-H   rH  CI  ■«*< 


— (iH-^lftCOtMrHfNrHCOr-H-^ 


•  iH  rH  •*  iH 


■-lc30(^q'^^■*TJ<eq^-l    •t~rHi-ir-<i-i'*i-i 


CC  CO  ■*  i-t  i-<  IC 


CO 
CO 


CO  T-H  CO  i-H 


■<t  C-l  C-1  rH 


rH;-]CO"*mCOt^050dCO'*mcDt^Q0050f-H(MCO"^mcOt^050rH-^ 
rHrHrHrHrHrHrHrHrHC0C<lC0Oq(N<M<N(MC0COCOCO 


O 


158 


LATIN   IN  SECONDARY   SCHOOLS 


O 
O 

I— ( 

SH 

w  5 

X 

H 

Q 

W 
K 

&^ 

Oh 
Oh 

< 

o 

H 
H 


o 

ID 

O 

O 


< 
Q 

w 

H 
U 
W 
Z 

o 
U 


5 
^  > 


3 

c/5 


\4 


o 

o 


I 


o 

o> 

I 

to 

00 


00 

I 


o 

00 

I 


I 
to 


o 

<o 

I 

to 


I 


I 


I 


CO 

I 


o 

CO 

I 

CO 


I 

to 


in 

tH 

I 


I 
to 


in 

I 


o 
o 

u 


•IN      -(N      -CO      -IH      .1-1      -iH 


i-t     •      •  iH  to  M  iH      •  (M  iH      •  C-l  rH  e<5  t~  i-H  IM      •      •  C5  rH  rt  (M 


'  »H  r^  (N  fH 


(N  CD      •  i-l  M 


C-l      •  (M  C^  rH  •*  rH  C^  m  C-1 


rHrH      •(»      •(NrHinOJfN 


(Nr-llMi-c(NrHpHe^(N 


rH      ■  O  O  CO 


C-]  C5  1— I  F-i 


CO  C^l  r-t  CC  (M  CJ  0^3 


C-1  r-t  ■.*  IH 


i-i(Meo'*incot-osoe'iM>i"iocot^ocoOr-icic»5'>jiinto«^a>Or-i'* 

t-lr-(rHi-(i-HrHi-lrHi-tC^C>JC-l!M<N(MC^C^<MeCCOC0 


O 

H 


APPENDIX  C 


159 


< 

o 
o 

< 

w 

X 
H 

Q 

w 

X 
w 

Oh 

< 

o 
:^ 

H 

< 


c 
.0 

'  tn 

G 

jn 

w    o, 

H    S 
o 

^s  O 

Q      4J 
(J      « 

w  H 
2 


-Si 
o 


I    ■ 

o  Pi 


3 


Q 


c 
.2 
"00 

c 

-s 

& 

s 

0 

u 

0 
0 

rH 
1 

to 

::::::::::: 

•  rH iH      •      ■ 

M 

in 
OS 

OS 

■      .      .      •  rH      ■      .      .      I      !      ! 

?H      .      • 

N 

0 

f 
to 

00 

•      ■      •      ■  CO      •      •      •      •      I      i      i 

rH  l>i rHrH*..rH.... 

05 

10 

00 

r 

f— t 
00 

IM      •      ■      ■  in      .      •      !      I      !      I      I 

•CO?-! iH      •      .      .      '  r^  rH 

CO 

rH 

0 

00 

r 

IS 

•rH       .       .W       •       •  1-^  tH       •       •       . 

'.'.'.'.  rH      •'••'■'■'•'■'•  rH      '■'•      '• 

t~ 

in 

r 

'.'.'.    '.la    '.'•'.'.'.'•    '• 

.  rH  rH      .      .      .      .N      .      .|M      .rHCO      •  C^  rH 

00 
rH 

0 

r 

to 

rH  IM     •      . 

rH  CO     .      •  i-t     .  rH     •      .      .  rH      .     ■     •      .  rH  IN 

CO 
rH 

10 

to 
f 

to 

rHrH..-«I.!!I.! 

.  m  C^      .      .      .      .  IM      .      .      .      i  rH     .  CO  iH  N 

IM 
IN 

0 

to 

r 

to 
10 

•rH      •  1-i  r^      >  yA      .»HC>J      •      • 

•  in  IM      •  rH      ■  ■«      •      '.      -in      •      ■      •  rH  CI  rH 

00 

in 

in 

r 

rH 
10 

rH  C^l      •      •  1-*      .      .      -COlMrHrH 

•  to  rH  (M      •      •  CO  rH      .  rH  ««l      .      .      •  (N  N  N 

10 

to 

0 

in 

r 

to 

•(N      -T-t      ■      •«      -rHrH      -in 

•OOINCJ      -rHCOrH     .rH«>     •     -      irHCON 

IN 

HJI 

in 

T-t 

•      •      '  rA  rH      '     •  rH  ©^  CO  iH      • 

i-HC<leQ      .CQrHCOWrH     .CO      .      .  rH     '  <0     * 
rH            '                                    .            .      .            .            • 

CO 

HJI 

0 

r 

to 

rH      .rH      .      -rHN      .      .      '.      .rH 

'  a      '      •  rH      .      '  rH  0^  rH^  rH      •      -rH-^C^ 

in 

CO 

10 

CO 

r 

CO 

rHINrH..I...(0-. 

•  00  ■*  CO  rH      .  rH  rH  CO      .  "M      •      .      •  rH      •  rH 

in 

CO 

0 

M 

r 

to 

0-1 

M      -      ■      •  rH      .IN      .      •  IM  rH  IM 

•  t~  ■«      •      ■  rH      •  IN  CM  IM  •*  rH      .      .  IN      •      • 

10 

CO 

in 

r 

03 

•W      •  rH      .N      .      .      •  rH      •  rH 

•t-eOTf.O'JrHeq     .COrHrH     .      •     -CON      . 

to 

CO 

0 
IM 

r 

to 

•      •  rH      .      ^  i{i  r^  ,^  rH  rH      •      . 

•  in  rH  N      .      •  rH     .  CO  CO  IN  IM      •      .rHCO     • 

CO 
CO 

10 

1-1 

r 

1-1 

f-4 

iHCOIMCO      "COC^WrHrHrHIM 

.  to  la      -IN      •  rH      •  rH      .  IN  IM      •      •      -CO      • 

eo 

0 
I-) 

r 

to 

0 

IM 



rH      •      '      •      ' 

■intMCO      .      .      .      •rHrHIM'^      •      ^  rH  "^      • 

.... 

10 

0 

r 

I-H 
0 

•     •     •  IM     •     •  rH  in  e<l  IM     •     . 

;—;">:>->"; 

m 

0 

rH      •  -^  W      •      •      • 

•  IM  IM  CO ■*      •      •      ■  to  rH 

m 

IN 

L 

0 

c 
u 
0 

r<  IM  CO  ■*  ir:  to  I-  05  c  01  CO  ■* 

T~i  rH  rH  rH 

intct-ooo50rHiNeo-*intot-osOrHMi 

rHr-rHrHrH(MIMOJlM(M3q(M(M<MCOCOCO 

0 

H 

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LATIN   IN  SECONDARY  SCHOOLS 


< 
•J 

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c  :^ 


:z 

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Latin 

for  Co 
of  Po 
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Q     Q 

<u     ^    < 

HEN 

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3  -^  W 

> 

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c  <- 

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h. 


.2 
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o 
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to 

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in 

00 

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00 

■■■r-l....r-lrH...(M(M!!!!!r-(.ii!l!!! 

00 

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CO 

o 

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r 

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r^       •       •       -r-M       ■       •       .       -r-tfM       .^-t       -       .       .i-(       .       . 

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;      1      ;;  rH      ••••••_••  in  S-1  r-l  rH      .!.      i      !  ^,      i      ;;  rH  rH      i 

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to 
to 

rH...(M.(M.rHrHrH..e<;CO-rH..irHi|j^!!!!!! 

rH 

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•       ■       -rHCO       .rHrH       -rH       .rH       .CCIOr-H IM       '.       '.  ^       IrH       '• 

o» 

r-t 

'       *  r-*       •  1-f       ■       .       *   i-t       .  ,-t       .       .if^,-HrH       .^j,_(pHC^rHM       .       •       .rH(M       • 

CI 

1.-5 

•      •      •  f-*  r-t      •  j-i      •  r-t  T-^      '  T-i      -mCO      •  r-l      •      •C]      •      •  r-i      •      •      '  r-*  r^      • 

o 

CI 

o 

lO 

r 

to 

•rHrHrH      'rHrH r~i      .C)      .rHrH      .rH      .«rH      •  r-*      .in      • 

cq 

CO 
CI 

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lO 

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O 

r 

to 

CO 

r-i      •      •  lyi  J-*      .      .      .  (M  C-]  i-l  rH      •  (M      .      •      .      •  CC      •      •      .  'M  rH 

05 

r 

CO 

•  rH      .      •      .  C^  rH  CI  C-1  -^ <M  rH  CO      ■  r-t      .  CI      •      •      *  rH      .      • 

CI 
CJ 

o 

C<3 

r 

to 

•   CI       •  rH       .       .       -CI       •   fH       ■   rH       •       •   CI  CI       •       •  O       •   CI   rH  i^  iH 

CJ 

in 

r 

i-H 
(M 

•COrHrH      .      •■<*1      ^  r-t      •      .      .      -COrH      .d      'CJrHrH      .      •  r~* 

CJ 

O 

r 

to 

T— I 

•  CJ  rH      .      .      .rHrHrH CO      •      -CO      •      •      •  rH      i      i      '      !      !      ! 

CO 

in 

I-H 

r 

CI      -I-H      •      'tH      •      •  r-*  -^      '      •  T-i      •      •      '  t-* 

t-l 

rH 

o 
l-t 

r 

to 

o 

•  CI   rH       .       •       .       .rHrH r^       .       *  j-t       .   CI  rH       •  r-i       *       •       •   r-\       • 

CJ 

m 

o 

l' 

O 

o 

•      •      •  rH      •      -  rH      •      .      •      •  CJ      ■      •      .  C] 

to 

\ r^ rH...rH...Tjl. 

t- 

School 

rHclCO-*ini5t~aiOClCO-*intDt~00050rHC5COM<10tOt^050rH-* 
rHrHrHrHrHrHrHrHrHCQClClClClCJCQdClCOCOeO 

o 
H 

APPENDIX  C 


i6i 


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LATIN  IN  SECONDARY   SCHOOLS 


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169 


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170 


LATIN   IN   SECONDARY   SCHOOLS 


APPENDIX  F 
CONVERSION  TABLE  IX)R  P.  E.  VALUES^ 


P.  E.  Values  Corresponding  to  Given  Per  Cents  of  the  Normal  Surface  of 
Frequency,  Per  Cents  Being  Taken  from  the  Median 


Per 

Cent 

.0 

.1 

.2 

.3 

.4 

.5 

.6 

.7 

.8 

.9 

0 

.000 

.004 

.007 

.011 

.015 

.019 

.022 

.026 

.030 

.033 

1 

.037 

.041 

.044 

.048 

.052 

.056 

.059 

.063 

.067 

.071 

2 

.074 

.078 

.082 

.085 

.089 

.093 

.097 

.100 

.104 

.108 

3 

.112 

.115 

.119 

.123 

.127 

.130 

.134 

.138 

.141 

.145 

4 

.149 

.153 

.156 

.160 

.164 

.168 

.172 

.175 

.179 

.183 

5 

.187 

.190 

.194 

.198 

.201 

.205 

.209 

.213 

.216 

.220 

6 

.224 

.228 

.231 

.235 

.239 

.243 

.246 

.250 

.254 

.258 

7 

.261 

.265 

.269 

.273 

.277 

.280 

.284 

.288 

.292 

.296 

8 

.299 

.303 

.307 

.311 

.315 

.318 

.322 

.326 

.330 

.334 

9 

.337 

.341 

.345 

.349 

.353 

.357 

.360 

.364 

.368 

.372 

10 

.376 

.380 

.383 

.387 

.391 

.395 

.399 

.403 

.407 

.410 

11 

.414 

.418 

.422 

.426 

.430 

.434 

.437 

.441 

.445 

.449 

12 

.453 

.457 

.461 

.464 

.468 

.472 

.476 

.480 

.484 

.489 

13 

.492 

.496 

.500 

.504 

.508 

.512 

.516 

.519 

.523 

.527 

14 

.531 

.535 

.539 

.543 

.547 

.551 

.555 

.559 

.563 

.567 

15 

.571 

.575 

.579 

.583 

.588 

.592 

.596 

.600 

.603 

.608 

16 

.612 

.616 

.620 

.624 

.628 

.632 

.636 

.640 

.644 

.648 

17 

.652 

.656 

.660 

.665 

.669 

.673 

.677 

.681 

.685 

.689 

18 

.693 

.698 

.702 

.706 

.710 

.714 

.719 

.723 

.727 

.731 

19 

.735 

.740 

.744 

.748 

.752 

.756 

.761 

.765 

.769 

.773 

20 

.778 

.782 

.786 

.790 

.795 

.799 

.803 

.807 

.812 

.816 

21 

.820 

.825 

.829 

.834 

.838 

.842 

.847 

.851 

.855 

.860 

22 

.864 

.869 

.873 

.878 

.882 

.886 

.891 

.895 

.900 

.904 

23 

.909 

.913 

.918 

.922 

.927 

.931 

.936 

.940 

.945 

.949 

24 

.954 

.958 

.963 

.968 

.972 

.977 

.982 

.986 

.991 

.996 

25 

1.000 

1.005 

1.009 

1.014 

1.019 

1.024 

1.028 

1.033 

1.038 

1.042 

26 

1.047 

1.052 

1.057 

1.062 

1.067 

1.071 

1.076 

1.081 

1.086 

1.091 

27 

1.096 

1.101 

1.105 

1.110 

1.115 

1.120 

1.125 

1.130 

1.135 

1.140 

28 

1.145 

1.150 

1.155 

1.160 

1.165 

1.170 

1.176 

1.181 

1.186 

1.191 

29 

1.196 

1.201 

1.206 

1.211 

1.217 

1.222 

1.227 

1.232 

1.238 

1.243 

30 

1.248 

1.253 

1.259 

1.264 

1.269 

1.275 

1.279 

1.286 

1.291 

1.296 

31 

1.302 

1.307 

1.313 

1.318 

1.324 

1.329 

1.335 

1.340 

1.346 

1.351 

32 

1.357 

1.363 

1.368 

1.374 

1.380 

1.3S6 

1.391 

1.397 

1.403 

1.409 

33 

1.415 

1.421 

1.427 

1.432 

1.438 

1.444 

1.450 

1.456 

1.462 

1.469 

34 

1.475 

1.481 

1.487 

1.493 

1.499 

1.506 

1.512 

1.518 

1.524 

1.531 

35 

1.537 

1.543 

1.549 

1.556 

1.563 

1.569 

1.576 

1.582 

1.589 

1.595 

36 

1.602 

1.609 

1.616 

1.622 

1.629 

1.636 

1.643 

1.649 

1.656 

1.663 

37 

1.670 

1.677 

1.685 

1.692 

1.699 

1.706 

1.713 

1.720 

1.728 

1.735 

.38 

1.742 

1.749 

1.757 

1.765 

1.772 

1.780 

1.788 

1.795 

1.803 

1.811 

39 

1.819 

1.827 

1.835 

1.843 

1.851 

1.859 

1.867 

1.875 

1.884 

1.892 

40 

1.900 

1.909 

1.918 

1.926 

1.935 

1.944 

1.953 

1.962 

1.971 

1.979 

41 

1.988 

1.997 

2.007 

2.016 

2.026 

2.035 

2.044 

2.054 

2.064 

2.074 

42 

2.083 

2.093 

2.103 

2.114 

2.124 

2.134 

1.145 

1.155 

2.166 

2.177 

43 

2.188 

2.199 

2.211 

2.222 

2.234 

2.245 

2.257 

2.269 

2.281 

2.293 

44 

2.305 

2.318 

2.331 

2.344 

2.357 

2.370 

2.384 

2.397 

2.411 

2.425 

45 

2.439 

2.453 

2.468 
2.6^1 

2.483 

2.498 

2.514 

2.530 

2.546 

2.562 

2.579 

46 

2.597 

2.614 

2.648 

2.667 

2.686 

2.706 

2.726 

2.746 

2.767 

47 

2.789 

2.811 

2.834 

2.857 

2.881 

2.905 

2.932 

2.958 

2.986 

3.015 

48 

3.044 

3.077 

3.111 

3.146 

3.182 

3.219 

3.258 

3.300 

3.346 

3.395 

49 
50 

3.450 

3.506 

3.571 

3.643 

3.725 

3.820 

3.938 

4.083 

4.275 

4.600 

1  The  above  table  is  taken  directly  from  Buckingham  and  is  a  modification 
of  a  table  given  by  Thorndike. 


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